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FAMOUS AMERICANS 



FAMOUS AMERICANS 



By 



RICHARD H. UHRBROCK, M. A. 

CARNEGIE INSTITUTE OF TECHNOLOGY, 
PITTSBURGH, PENNA. 



and 



ALBERT A. OWENS, B. 8. 

CAMPBELL-LYONS SCHOOL, 
PHILADELPHIA, PENNA. 



INDIANAPOLIS 

THE BOBBS-MERRILL COMPANY 

PUBLISHERS 



E 



f ^ 



Copyrieht 1922 
The Bobbs-Merrill Company 



m -b 1922 



I'rint.nK anij ninL'inir 1. 
Duukwalter-IIall Greathouse I'rintinii Cumpa 
lndianapo!i8, ln<jiana 



g)r;t.A659469 
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PREFACE 

Historical figures should not be idealized: they 
should be humanized. All that a history book can 
give is a skeleton of the events in the order in whicli 
they took j)lace. It is necessary for the teacher to 
take these events and infuse life into them. The 
central, active characters must become figures that 
live in the imaginations of the children. The new 
methods of teaching history in the elementary 
schools have followed closely the recommendations 
of the Committee of Eight of the American Histor- 
ical Association. The child reader of history de- 
mands action on the part of his hero. He wants to 
know what has been done. The child lives the life of 
the hero in imagination, and mimics many of his 
deeds in play. 

Most of the joresentation of a new subject in his- 
tory should be made with a map before the class. 
Places mentioned should be pointed out, preferably 
by the children. The first aim of the teacher should 
be to create a feeling on the part of the children that 
the character under discussion once lived, breathed 
and acted much as their own acquaintances do to- 
day. This can be accomplished only by the teacher 
whose knowledge of the subject is wider than that 
contained in the text-book in the hands of the chil- 



PREFACE 

dren. This collection of biographical accounts must 
not be considered as saying all that can be said on 
the subject. AVhen a narrative is condensed many 
picturesque details must be omitted. 

The details of a history lesson should be presented 
to the class in the most charming way possible. All 
the ability as an elocutionist and the art of the actoi* 
that the teacher possesses should be brought into 
play. The character should be painted in such vivid 
terms that each child can imagine himself the cen- 
tral figure in the story. Supplementary material 
such as pictures, newspaper clippings and magazine 
articles should be used freely. Every teacher should 
possess a scrap-book which contains stories and ac- 
counts that can be used in increasing the detailed 
knowledge concerning the historical personages 
whose lives are taught in the fifth grade. The text- 
book should be opened after a desire has been created 
in the child to know more about the character under 
discussion. 

Teachers of to-day do not need to have the fact 
pointed out, or emphasized, that no magic charm is 
inherent in historical dates. They are useful in cre- 
ating a feeling of time relation, but few are worth 
memorizing. At the beginning of each account, im- 
mediately under the name of the character, the dates 
of birth and death have been placed. This is merely 
for reference, and not because they are considered 



PREFACE 

highly important in themselves. By frequently al- 
luding to other men who were aiding in shaping 
events, the child should grasp the fact that every his- 
torical epoch is dominated by a few figures who co- 
operate with one another. 

As the reader of this book progresses from the 
story of the Revolution, through the period of the 
Civil War, to the account of Alvin York and his 
heroism in the Argonne Forest, one feature will, be 
outstanding. It will be impossible to escape a real- 
ization of the fact that all events have their roots in 
the past. Historij is not made up of a series of dis- 
connected events. Every episode is the logical out- 
come of a series of causes. This point has not been 
emphasized sufficiently in the teaching of history in 
the elementary schools. 

This fifth-grade history text-book aims to present 
a record of the advancement and development of the 
country through the work of representative men and 
women. The teacher who possesses a sense of the 
value of events will direct the attention of the chil- 
dren to those that are important and significant. 
Events are not of equal importance, but all aid in 
presenting a true and complete picture of the life 
and work of the character. The inculcation of 
American ideals should be the aim of any stud}^ of 
the lives of those who have contributed to the devel- 
opment of the country. 



PREFACE 

Many conmmnities have places of imnieiise liis- 
torical importance that are not pointed out to the 
school children. Such places should be visited by 
the class. The persons and events connected with 
them should be discussed in the class-room. The 
visiting of such places is of inestimable value in cre- 
ating a feeling of reality on the part of the children 
when they think of characters of historical prom- 
inence. It is a deplorable fact that the children in 
several large and important schools, almost in the 
shadow of Independence Hall, Carpenter's Hall and 
the Betsy Ross House, are not required to visit those 
shrines of American liberty. 

Undue stress should not be placed on the lives 
and achievements of military characters. Neither 
should the children be led to believe that the age of 
great men is past. The inventors and explorers have 
done as much in their fields to develop the country 
and advance civilization as the great generals and 
sea fighters. There is as much romance bound up in 
the invention of the telegraj^h by Morse as in the 
capture of the 8 era pis by Jones. Create in the chil- 
dren a desire to know the characters more intimately. 
Interest should be aroused so thoroughly that they 
will desire additional accounts and stories. 

The gi-ateful acknowledgments of the authors are 
due to JMrs. M. J. McClung, of the Bell Telephone 
Company of Pennsylvania, for her valuable assist- 



PREFACE 

ance in connection with the account of the inventoi' 
of the telephone. We are especially indebted to 
Doctor John H. Leete, Director, and the librarians 
of Carnegie Library of Pittsburgh, for the aid they 
have so courteously given. Special mention should 
be made of the valuable suggestions and criticisms 
that have been given by Miss Margaret E. McCaus- 
land, Miss Matilda I. Needle and Mr. Benjamin 
Edelson, who have used copies of the original man- 
uscri])t of this book in their class-rooms. 

R. S. U. 
A. A. O. 

Pittsburgh, Pa. 



CONTENTS 

CHAPTER PAGE 

I Benjamin Franklin i 

II Samuel Adams lO 

III Paul Revere 3i 

IV Patrick Henry 38 

V George Washington 47 

VI Thomas Jefferson 72 

VII The Philadelphia Tea Party 84 

VIII John Paul Jones QO 

IX George Rogers Clark loi 

X Robert Morris no 

XI Anthony Wayne 117 

XII John Peter Muhlenberg 127 

XIII Alexander Hamilton i34 

XIV Daniel Boone 150 

XV The Lewis and Clark Expedition 158 

XVI Stephen Decatur 167 

XVII Oliver Hazard Perry 178 

XVIII David Crockett 187 

XIX John Charles Fremont i97 

XX Eli Whitney 208 

XXI Robert Fulton 215 

XXII Governor Clinton and the Erie Canal 223 

XXIII The Story of the First Train 230 

XXIV Cyrus Hall McCormick 239 

XXV Samuel Finley Breese Morse 249 

XXVI Alexander Graham Bell 25g 

XXVII Thomas Alva Edison 269 

XXVIII Harriet Beecher Stowe 280 

XXIX Abraham Lincoln 288 

XXX Ulysses Simpson Grant 306 

XXXI Robert Edward Lee 318 

XXXII Clara Harlowe B.a.rton 328 

XXXIII William McKinley 337 

XXXIV Theodore Roosevelt 348 

XXXV Alvin York 368 



FAMOUS AiMKKKJANS 



FAMOUS AMERICANS 



CHAPTER I 



BENJAMIN FRANKLIN 



Born : Boston, IMassachusetts, January 17, 1706. 
Died : Philadelphia, Pennsylvania, April 17, 1790. 

If you should go to Boston to-day you would be 
sure to visit Old South Church. Just across the 
street from that church Benjamin Franklin was born. 
His father, Josiah Franklin, was an English silk- 
dyer, who came to America in 1682 because here he 
could worship according to his own beliefs. At that 
time the people of England did not have religious 
freedom. Every one was supposed to attend the 
Church of England. Upon his arrival at Boston the 
older Franklin found that there was little demand 
for his skill as dyer. The women in the colony spun 
and wove the cloth out of which they later made the 
clothes for their entire families. Often the suits 
and dresses were not dyed, but when that was neces- 
sary, the women themselves did the work. Josiah 
Franklin had a wife and three children to support, 

1 



2 FAMOUS AMERICANS 

so he became a candle and soap maker. At that time 
candles were used instead of lamps. Gas and elec- 
tricity were not even known. 

Benjamin was the fifteenth child of Josiali 
Franklin. The family was poor and the examples 
of thrift and saving that Benjamin saw practised 
daily made a lasting impression on him. He l:>egan 
to read so early that he never remembered having 
been taught his letters. His father placed him in 
school when he was eight years old and he remained 
there for two years. Then several of his older 
brothers left home to enter business for themselves, 
so Benjamin was taken into his father's shop. There 
he helped his father for the next two years by cutting 
wicks and filling candle molds with melted tallow. 

Not all of young Franklin's time was spent in 
study or in his father's shop. He was fond of swim- 
ming, fishing and boating. A near-by pond was his 
favorite resort on a sunny day. There he was very 
popular with the other boys. One day he brought a 
large kite down to the i3ond with him. Without tell- 
ing his playmates what he was about to do, he 
undressed and then flew the kite. It sailed up and 
out over the water. Then he tied the string about his 
waist and waded out several yards. The kite was 
pulling and tugging; the breeze was strong. Stretch- 
ing out flat upon his stomach and grasping the string 
firmly, Franklin let the kite ])ull him across the* 



BENJAMIN FRANKLIN 




Photo from Undervvood and Underwood. 

Btiijainiu Franklin 



4 FAiVrOITS AAIEKTCANS 

pond. The neAV sport soon became very popular with 
the other lads in the neighborhood. 

Until he was twelve years old Benjamin helped 
his father make soap and candles. At this time he 
became so dissatisfied with the work that he talked 
of running away to sea. His father discouraged that 
idea, but began to look for a trade for the boy to 
follow. The father and son visited bricklayers, 
glaziers, weavers, carpenters and cutlers, but the 
boy did not like any of the work he saw. About this 
time James Franklin, an elder brother of Benjamin, 
returned from England with a press and enough type 
to open a printing shop. Franklin's father grasped 
the opportunity to place the restless boy in a trade 
where he might read and study. He was apprenticed 
to his brother James, who was to feed and clothe him 
until he was twenty-one in return for his services. 
During that time Benjamin was to be taught the 
trade of printer. Only during the last year of his 
apprenticeship was he to receive a small wage. 

James Franklin started a newspaper in Boston, 
and Benjamin became the boy-of-all-work in the 
shop. His brother sometimes treated him cruelly, 
liut he enjoyed his woi'k and liked to read everything 
that he saw in print. The printing shop was the 
meeting-place of writers and thinkers of the day, and 
young Benjamin listened eagerly to their conversa- 
tion. AYhile working at some task, he thought over 



BENJAMIN FRANKLIN 5 

all he had heard. Once in a while he wrote out dif- 
ferent ideas that occurred to him, but he was afraid 
to show them to his brother. He believed one little 
article that he wrote was so good it ought to be 
printed. He hid it away a long time between the 
pages of a book. 

At last he thought of a way to bring it to his 
brother's attention without letting him know who 
had written it. That night he slipped the folded bit 
of paper under the door of the printing office. The 
next morning James Franklin found it. As Benja- 
min watched him reading it his heart nearly stood 
still. Suddenly James exclaimed, "I like this. I 
wonder who wrote if?" And he placed it with the 
papers that were to be printed that day. The un- 
known author continued to slip articles under the 
door of the printing shop and James Franklin con- 
tinued to print them. At last Benjamin confessed 
that he was the writer and he became a person of 
some value in the eyes of his brother and his friends. 

Several articles that James Franklin printed in 
his paper displeased the authorities in the colony and 
he was arrested and thrown into jail. Benjamin was 
a])out sixteen years old at that time and for several 
months, until the release of his brother, he ran the 
paper. There had been a shipwreck off the New 
England coast and Benjamin wrote a poem about the 
event which he printed and sold on the streets of 



6 FAMOUS AMERICANS 

Boston. Another sailoi- soni*' lie wrote was also very 
popular. His father said that the poems were poor 
and that he was wasting his time thinking about 
them. 

When James returned from jail the two brothers 
quarreled more and more. Finally Benjamin de- 
cided to leave his brother. James went to all of the 
printers in Boston and got their promise not to hire 
the boy. Since he could find no work at his trade in 
that city, he determined to go elsewhere. He sold his 
books and few trinkets and boarded a sailing vessel 
bound for New York. Later in life he said it was a 
great mistake to leave home without bidding friends 
and family good-by. 

After a few days at sea Franklin landed at New 
York. There he went to see William Bradford, the 
only printer in the town. Bradford had little work 
and plenty of hands, so he was not in a position to 
hire the young printer. However, he told him of an 
opportunity in the shop of a relative in Philadelphia, 
and urged the boy to go there. In those times it took 
sevei'al days to make the trip from New Yoi*k to 
Philadelphia. Now it can be done in two hours. 

Franklin boarded another sailing boat whose 
captain planned to sail aroimd New Jersey, then up 
the Delaware Bay and River to Philadelphia. While 
in Long Island Sound the boat was overtaken by a 
violent storm and very nearly wrecked. After thirty 



BENJAMIN FRANKLIN 7 

hours the hungry, dripping, sea-sick ])assengers were 
landed at Amboy, on the New Jersey coast. From 
there the young traveler made his way afoot across 
the state to Burlington. At that town, after a short 
wait, he boarded a rowboat that was going to Phila- 
delphia. The men of the party rowed until late at 
night. In the darkness they were certain they had 
])assed their destination, so they landed on the New 
Jersey shore where they camped until morning. 
When day broke they could see Philadelphia in the 
distance. The party rowed across the I'iver and 
landed at Market Street wharf about nine o'clock. 

From the wharf Franklin walked up Market 
Street. Soon he spied a baker's boy with a basket of 
bread on his arm. He thought of how hungry he was, 
so he asked the boy to direct him to a baker's shop. 
The boy told him where to go, and when he reached 
the place he went in and asked for three biscuits such 
as he had known in Boston. The baker did not have 
any, so Franklin asked for three pennies' worth of 
bread of any sort. He was surprised when he was 
given three large rolls. Not knowing what to do 
with so much bread, he placed a roll under each arm 
and stepped out into the street gnawing the third 
one. He walked out Market Street past the home of 
Miss Deborah Reid who was standing in the door- 
way. She could not help smiling at the queer figure 
he made. His clothing: was creased and his shoes 



8 FAMOUS AMERICANS 

were dusty. His pockets were stuffed with extra 
socks and shirts. He might easily have been mis- 
taken for a runaway servant. Deborah Reid would 
have smiled still more if some fairy had allowed her 
to peep into the future, and to see the young man 
passing before her munching a roll, as the world- 
famous Franklin, and herself at his side as Mrs. 
Franklin. 

It was Sunday morning and the Quakei's were 
walking slowly out Market Street toward their 
meeting-house. Franklin followed and entered the 
building. Soon he became drowsy and fell asleep. 
After the service was ended a kind old Quaker 
aroused him. This man welcomed him to the Quaker 
City and found a boarding-place for him. The next 
day Franklin went to see the printer, Bradford. He 
did not have work f oi' the boy, but sent him to another 
man named Iveimer who hired him, and who was 
well pleased with his new employee. 

At that time Philadelphia was the capital of the 
Province of Pennsylvania. Benjamin Franklin soon 
came to the notice of Governor Keith who suggested 
that an up-to-date printing shop be set up in the 
town with the young man at its head. Franklin was 
pleased and flattered at the governor's attention, 
and made a joui-ney to Boston to secure his father's 
aid in buying a press and type. His father welcomed 
his returned son, ])ut was unable and unwilling to 



BENJAMIN FRANKLIN 9 

set him up in business. AVlien lie returned to Phila- 
delphia the governor still urged his plan and sug- 
gested that Franklin go to England to purchase his 
supplies. The governor promised letters of credit to 
friends there. After many delays Franklin sailed 
on the annual ship from Philadelphia to London, 
being assured that letters of introduction were in the 
hands of the captain. Imagine his disappointment 
upon his arrival in London when he found that the 
easy-going Governor Keith had failed in his 
promise. 

Friendless and almost penniless in the largest city 
in the world, Franklin soon found work at his trade. 
He remained in London for eighteen months, and 
while there met many famous people and visited 
many noted places. The printers in the shop in 
which he worked drank beer to make them strong. 
Franklin argued that beer had little food value be- 
cause it was nearly all water. The part that was not 
water was harmful, he said. He drank pure water 
and was able to do more work with less effort than 
his fellow-workers. They called him the ''Water- 
American." 

After Franklin had been in London a year and a 
half he met a Philadelphia merchant who was return- 
ing with a stock of goods. This man persuaded 
Franklin to return to America and act as his clerk. 
Franklin accepted the offer and worked in a store 



10 



FAM0U8 AMERICANS 



for a time, hut uihui the death of his oiiiployer he 
returned to i)riutin,i;-. Ahout this time a newspaper, 
the Pe)nis//h-tiiii(i (idzcttv, was offered for sale. As 




Renjamin I'Vanklin Printino Press 

he had saved a little money Franklin bought the 
paper. Soon he secured the contract for printing the 
paper money for the colony and he was on the road 
to become a successful man. 

In 1732 Franklin began to i)rint an almanac un- 
der the name of Richard Saunders. This became the 



BENJAMIN FRANKLIN 11 

famous Poor liic/Hird's AliiHiiHir. It was published 
yearly and was filled with quaint sayings, and homely 
advice, such as: 

Early to bed and early to rise 

Makes a man healthy, wealthy and wise. 

God helps those who help themselves. 

A word to the wise is enough. 

Well done is better than well said. 

Have something to do to-morrow? 
Do it to-day. 

Drive thy work. Let not thy work drive thee. 

Make haste slowly. 

A penny saved is a penny made. 

One to-day is worth two to-morrows. 

Speak little : do much. 

A slip of the foot you may soon recover, 

But a slip of the tongue you jnay never get over. 

The almanac contained information about crop 
planting and the weather. Children often carried it 
to school and used it for a reading book. During the 
I^eriod from 1740 until the Revolution no other book, 
except the Bible, was so widely read in the colonies. 
The almanac was translated into many foreign 
languages and helped to spread the fame of Franklin 
abroad. 

Benjamin Franklin was a man of method and 
oi'der. He set aside a certain part of the day for 
work and another part for reading and study. He 



12 FAxMOUS AMEKKJAXS 

lived according to rule. During his spare moments 
he learned Latin, French, Spanish and Italian. The 
people of Philadelphia elected him to the assembly 
where he helped to make the laws for the common- 
wealth. He also became postmaster of the city, and 
later was postmaster-general of all the colonies. 

He was interested in making Philadelphia a 
model city. He constantly urged upon the citizens 
the need of street paving. He improved the smoky 
street-lamps so that they would burn brightly until 
morning. He invented the Franklin stove which 
gradually took the place of the wasteful fireplace- 
mode of heating. Systems of paid police protection 
and street cleaning that he suggested were adopted. 
Together with a number of friends, Franklin started 
a free lilu'ary which was the first one of its kind in 
the world. A college that he founded has grown into 
the University of Pennsylvania, and the Pennsyl- 
vania Hospital which he started is still in existence. 
If .you look on the front of TJie Saturday Evening 
Post you will find something interesting a])out Ben- 
jamin Franklin. It says that he began to ])ubUsh 
that weekly journal in 1728. 

When Franklin was about forty-five years old 
he became very mucli interested in electricity. One 
day while watching tlie lightning flash during a 
heavy storm, it occuri'ed to him that ])ossibly light- 
ning and electricity were the same thing. After the 



BENJAiMm FRANKLIN 13 

idea came to him he could not rest until he had either 
proved or disproved it. For a long time he thought 
about the matter. At last he thought he had solved 
the problem. He made a large kite out of two strong 
sticks and a big silk handkerchief. To this he fas- 
tened a long hemp cord. Then he waited until the 
next heavy storm. At last the dark clouds rolled up 
and he knew that soon he would l)e al:>le to prove 
whether or not lightning and electricity were the 
same thing. 

Just before it began to rain he called his son Will- 
iam, and gave him the kite and ball of string to 
carry. As Franklin step^Ded out of his doorway he 
took the big brass key out of the lock and slipped it 
into his pocket. William did not know what to think, 
because he had never heard of any one flying kites 
in a thunder-storm. The two went out Market Street 
to an old cow-shed that stood on the site of the pres- 
ent City Hall, in Philadelphia. Standing in the 
shelter of the shed Franklin and his son William 
put up the kite. After it had sailed high up over 
the city the brass door key was tied to the end of the 
string. Then the two waited. After a flash of light- 
ning Franklin touched his knuckles to the key. What 
do you suppose happened? An electric spark jumped 
from the key to his hand and he felt a shock. "There 
is electricity there, William! There is electricity 
there!" he cried. He had brought electricity down 



14 FAMOUS AMERICANS 

from the clouds and proved that it aud lightning 
were the same thing. This discovery won for him 
the respect and admiration of all thinking men, both 
in this country and in Europe. 

A short time after this he invented the lightning 
rod to protect houses during the time of storm. That 
invention has never been improved upon. It is 
used to-day just as when he placed the first rod on 
his own home. 

Franklin established a fire company in Phila- 
delphia, the first of its kind in any city in America. 
His system was very simple. All householders were 
required to keep several leather buckets, filled with 
water, near the door. When the fire bell was rung 
all of the citizens rushed out with their buckets. A 
line was formed quickly between the burning house 
and a pump, and while one or two strong men 
pumped, the filled buckets were passed and emptied 
on the fire. The empty buckets were returned by 
another line and quickly refilled. 

In 1754 a convention was called to meet at Al- 
bany, New York. The purpose of the meeting was 
to discuss the French and Indian question, and to 
make a treaty with the chiefs of the Six Nations, a 
powerful Indian tribe that lived in the Mohawk Val- 
ley. Franklin was one of the delegates from Penn- 
sylvania and he offered a plan of union for the 
colonies. In his paper, the Pennsylvania Gazette, he 



BENJAMIN FRANKLIN 15 

printed a picture of a snake cut into thirteen pieces 
which represented the thirteen colonies. Above and 
below the picture he had these words, "Unite or 
Die." Although the colonists were in favor of a 
union, the plan was rejected by the King of England 
when it was placed before him. 

The trouble between the colonists and the French 
and Indians was not settled until a war was fought 
between them. That war was very expensive and the 
English government decided that since the war had 
been fought for the protection of the colonists they 
should pay the cost. Money was to be raised by 
means of a stamp tax. The Stamp Act which was 
passed by England in 1765 was a direct tax. All 
newspapers had to be printed on stamped paper. 
Marriage licenses, mortgages, deeds and other busi- 
ness papers were to bear a stamp which had to be 
bought from a government officer. The people in 
the colonies resented the direct tax, saying that their 
own assemblies and legislatures, whose members they 
had elected, were the only bodies that had a right to 
tax them. Franklin made a trip to England to pro- 
test against the tax. On his return he warned the 
people that they must prepare for war. 

The discontent grew and ten years later war be- 
came necessary. Franklin was a member of the First 
Continental Congress which met in Carpenter's Hall 
in Philadelphia. This Congress protested against 



16 FAMOUS AMERICANS 

England's treatment and decided to prepare for war. 
Franklin was also a member of the Second Conti- 
nental Congress wliicli met in Independence Hall, and 
he helped Thomas Jefferson to draw np the Declar- 
ation of Independence. As the members of Congress 
were signing the document, John Hancock said, 
''Gentlemen, we must all hang together in this mat- 
ter." Immediately Benjamin Franklin replied, 
"Yes, because if we don't hang together we will be 
sure to hang separately!" 

At this time Franklin was an old man, loved and 
respected in America and Europe. America needed 
a friend abroad, and it needed money and troops. 
• Some one had to go to Europe and plead our cause. 
No one was so well fitted to undertake such an im- 
portant mission as Benjamin Franklin. In his old 
age, while a revolution raged in his own country, he 
went to the court of the King of France. He per- 
suaded that monarch to recognize the struggling col- 
onies and to assist them in their fight for inde])end- 
ence. Franklin was very popular in Paris. Crowds 
cheered him when he appeared and followed him on 
the streets. His pictures were sold ever3wvdiere. He 
won the sympathy, i-egard and support of the French 
people and helped to win the Revolution by his untir- 
ing efforts. 

After the war was won Franklin represented his 
country when the treat}^ of jx'ace was signed ])etween 



BENJAMIN FRANKLIN 17 

the United States of America and England. Soon 
after his return to this country he aided in drawing 
up the Constitution of the United States. Pennsyl- 
vania honored him hy electing him govei'uor of the 
state. 

Throughout the long life of Benjamin Franklin 
he liad l)ut one motive, and that was to serve. He 
spent years in the service of his country, and at times 
neglected his business in order to serve her. He was 
just as read}^ to give his time, as well as his advice, 
when that was needed. He was not content to have 
things done in a cai'eless way. He always tried to 
improve conditions under which he lived. Many of 
the enterprises and institutions founded b}^ him are 
still in existence and they form great memorials to 
his genius. 

SUGGESTIONS 

The study of Franklin sliould occupy four periods of thirty 
minutes each. The material should be presented in the follow- 
ing order: boyhood, arrival in Philadelphia, inventions, and 
services to his country. Interest is aroused when the account 
is presented in story form by the teacher. The anecdotes that 
appear in the text should be supplemented by additional ones 
when it is possible to obtain them. The book should be opened 
after a desire has been created to know more about the charac- 
ter. Children delight in acting, and added interest can be 
secured by dramatizing Franklin's arrival in Philadelphia and 
his meeting with Miss Reid. Pictures of Famous Americans and 
newspaper clippings of interest to the children should be pasted 
on a rear blackboard. Questions on the text should be used 



18 FAMOUS AMERICANS 

whenever opportunity affords, but it is advisable to refrain 
from using the questions listed for discussion until the children 
are well acquainted with the details of Franklin 's life and serv- 
ices. The significant points developed during a discussion 
should be listed on the blackboard as they occur. 

QUESTIONS 

1. Do you think Franklin was like other boys who lived in 
Boston two hundred years ago? Why? 

2. How did Franklin's father help him to find his first job? 

3. Why was that a good plan? Is it done to-day? Why? 

4. Why did Franklin like the printing business? 

f). Do you think Governor Keith was an honest man ? Why ? 
C). What example did Franklin set the English printers? 

Was he right? Why? 
7. What was Poor Richard's Almanac f 
•6. Why was Franklin just as thi-ifty in time saving as Its 

money saving? 
9. How did Franklin serve liis country during the 

Kevolution ? 
10. Was he a good citizen? Why? 

REFERENCES 

Bolton : Famous American Statesmen. 
Brooks: I'rue Story of Benjamin Franklin. 
Eliot: Four American Leaders. 
Franklin : Autohiographj/. 
Sparks: Men WJio Blade the Nation. 



CHAPTER II 

SAMUEL ADAMS 

Born : Boston, Massachusetts, September 27, 1722. 
Died: Boston, Massachusetts, October 2, 1803. 

When Benjamin Franklin was sixteen years old, 
working in his ])rotlier's printing shop in Boston, 
another boy, Samuel Adams, was born in the same 
town. When this boy grew to manhood he also was 
to aid in freeing his country from foreign rule, and 
to earn for himself the title of "Father of the Revol- 
ution." The father of Samuel Adams was a wealthy 
merchant who lived in a great mansion overlooking 
the harbor, where one could see many sailing ves- 
sels at anchor. Even at that time Boston was a 
great seaport and her ships went to and fro all over 
the world. Very little is known of the boyhood of 
Samuel Adams except that he attended the Boston 
Grammar School. The story is told that he was so 
punctual in going to and from school that workmen 
could regulate their hours of work by him. 

After he finished the work at the Boston Gram- 
mar School, his father sent him to Harvard Univer- 
sity, which is at Cambridge, just across the Charles 

19 



20 FAMOUS AMERICANS 

River from Boston. There lie was to study for the 
ministry, but Samuel had no liking for that kind of 
life. He was greatly interested in the affairs of the 
people and spent much of his time talking and writ- 
ing about the events of the day. When he was grad- 
uated from college he made a speech. His subject 
was, ''Whether It Be Lawful To Resist the Supreme 
Magistrate If the Commonwealth Can Not Other- 
wise Be Preserved." The supreme magistrate of 
Massachusetts, Governor Shirley, heard the speech, 
but he did not dream that the young man standing 
before him would one day put into practise what he 
was preaching. 

After graduating from college, Adams began to 
study law. His mother disapproved of law as a pro- 
fession and wanted him to enter some business. 
Shortly after this his father lost a great deal of 
money, and young Adams was obliged to give up all 
of his studies and find a paying position. He entered 
the banking house of Thomas Cushing, but disliked 
the work so much that he left it after a few months. 
His father had saved some money from the wreck 
of his fortune so he gave the son five thousand dol- 
lars to start in business for himself. He loaned half 
of this sum to a friend who never returned it, and 
soon lost the other half in an unsuccessful business 
deal. 

As a banker and a business man Samuel Adams 



SAMUEL ADAMS 21 

had not been a success. However, his friends and 
relatives had not lost faith in him. They were so 
sure he had real ability that they secured the position 
of tax collector for him. Although he made many 
friends while engaged in that work he did not have 
the ability to get the taxes from the people. His 
accounts became mixed and he was obliged to give 
up the position. 

After Samuel Adams lost the position of tax col- 
lector in Boston he became clerk of the town assem- 
bly. In that position he had a good chance to use 
his talent for leading men. England needed money 
to pay the expenses of her wars. The king and his 
ministers decided that the colonies should pay part 
of the costs. A law was passed which said that all 
goods that the colonists had to sell would have to be 
sold in England, and anything they wanted to buy 
would have to be purchased there. This made the 
Boston merchants very angry. They would no 
longer be able to sell fish and manufactured articles 
in the West Indies and buy sugar, indigo and cotton 
there. 

Another section of the law said that all shii)s in 
the colonial trade would have to be built in England. 
This would destroy the connnerce, manufacturing 
and shipl)uilding in the colonies. 

Also, in order to obtain uku'c money, the English 
taxed all goods that were brought into the colonies. 



22 FAMOUS AMERICANS 

The people refused to pay the taxes and soon they 
began to smuggle goods into the country. Fast sail- 
ing schooners would slip into some quiet river and 
unload a cargo of sugar, cotton, hides, timber, tar 
and indigo that had been brought from the West 
Indies. They would then slip away before the 
revenue officers of the king could find them and col- 
lect a tax. 

The English knew that many homes and ware- 
houses had smuggled goods in them, so they applied 
to the king for Writs of Assistance, which were war- 
rants, or permits, to search the homes of the New 
Englanders. If a revenue officer came to a man's 
house with a Writ of Assistance he could search the 
■place from cellar to garret. If he found anything 
on which a tax had not been paid he could arrest the 
owner of the house as a smuggler, make him pay the 
tax, and perhaps put him in prison. Samuel Adams 
opposed the rights of the officers to search the 
homes of the people. 

The discontent in the colonies grew still greater 
when England decided to raise money by selling 
stamps which were to be placed on all newspapers, 
deeds, marriage licenses, mortgages and other busi- 
ness papers. When the people of Boston learned 
this, they apjDointed Samuel Adams to write a paper 
denying the right of the English Parliament to put 
the Stamp Act into force. Their charter said that 



SA^IUEL ADAMS 2?^ 

they had the rights and privileges of Englishmen. 
They further said that "Taxation without represen- 
tation is tyranny." Only the assemblies which they 
had elected had a right to tax them, they claimed. 

Adams stated in the paper that if the tax was 
not removed the colonists would not import anything 
from England. They would do without tea, new 
clothing and furniture, new dishes and books until 
the tax was lifted. While the people of Boston were 
thinking and talking about the Stamp Act, the same 
thing was going on in all of the other colonies, be- 
cause all of them were affected by the law. Ben- 
jamin Franklin was sent to England to defend the 
rights of the colonists, but his mission was not a 
success. 

When the Stamp Act became a law in 1765, Eng- 
land was obliged to enforce it. For this purpose she 
sent two regiments of troops to Boston and quartered 
the soldiers in the homes of the people. The soldiers 
and citizens constantly fought with one another. 
Finally on the fifth of March. 1770, the soldiers were 
so abused and ill-treated by the citizens that they 
fired into a crowd, killing three and wounding eight. 
Immediately a cry went up, "The soldiers are ris- 
ing! To arms! To arms! Town-born, turn out!" 
The streets were soon crowded with people, but wise 
heads controlled the situation and further ])loodshed 
was avoided. 



24 



FAMOUS AMERICANS 



This event became known as the Boston Massacre, 
and a committee on which Samuel Adams served was 
formed to inquire into the matter and fix the blame. 
At a great meeting held the next day it was declared 




The Boston Massacre 



that the peoj^le of Boston and the soldiers of the 
king coidd no longer live together in the same town. 
The removal of the troops was demanded. The gov- 
ernor wanted to compromise by sending one regiment 
away, but the angry people, led by Adams, stood firm 
and said, "Both regiments or none!" The gOA-ernor 
was forced to yield, and Adams becanic more ])()])nlar 
and powerful than ever. 

As the English Government contimied to i^ass 



SAMUEL ADAMS 25 

laws that were harmful to the colonies, Adams pro- 
posed that the towns form "Committees of Corre- 
spondence" for their common good. The plan was 
very simple. At first near-by towns, such as Salem 
and Plymouth, appointed certain of their men whose 
duty it was to write to the Boston committee regu- 
larly. They told the Boston people all the important 
news they had heard about new laws, the methods 
of raising taxes, and ship arrivals. In turn the Bos- 
ton committee kept the people of the other towns 
informed of what was happening there. This idea 
became very popular. Soon New York and Phila- 
delphia had Committees of Correspondence who 
wrote regularly to the other cities. The plan was 
adopted and spread throughout the thirteen colonies. 
The work of the Committees of Correspondence did 
much to prepare the way for the formation of a 
congress that would represent all of the people. 

The king of England sent tea ships to Boston and 
other cities to force the colonies to use the tea which 
was taxed. The people of Boston held town meet- 
ings to discuss what should be done with the tea. The 
greatest meeting was held on December 16, 1773. All 
the business houses were closed, and the people stood 
on the street corners talking earnestly. At ten 
o'clock the people met in Old South Church and 
voted that the tea should not l)e landed. Permission 
to send the tea ships back to England was asked of 



26 FAMOUS AMERICANS 

the governoi', but lie refused to grant it. When this 
news reached Adams, who was presiding at the eve- 
ning meeting, he arose and said, "This meeting can 
do nothing more to save the country!" Immediately 
a shrill war-whoop was heard, and a band of men 
disguised as Indians rushed past the church and 
down to the tea ships in the harbor. The Mohawks, 
as they were called, climbed aboard, broke open the 
three hundred and forty-two chests containing the 
tea and spilled the contents into the harbor. Oliver 
Wendell Holmes has described this event in the fol- 
lowing lines — 

"On — on to where the tea-ships ride! 
And now their ranks are forming, — 

A rush, and up the Dartmouth's side 
The Mohawk band is swarming ! 

See the fierce natives ! What a glimpse 
Of paint and fur and feather, 

As all at once the full-grown imps 
Light on the deck together ! 

A scarf the pigtail's secret keeps, 
A blanket hides the breeches, — 

And out the cursed cargo leaps, 
And overboard it pitches ! ' ' 

That same evening Samuel Adams sent Paul 
Revere to New York and Philadelphia with letters 
informing the people there of what had taken place 
in Boston. When thev learned of the Boston Tea 



SAMUEL ADAMS 27 

Party, they declared they woukl stand behind that 
town. Help was very shortly needed, for the king 
and parliament closed the port and sent more troops 
to enforce order and obedience. All the people were 
alarmed by this act, and also by the removal of the 
charter of Massachusetts, which soon followed. 

The time had come for united action. A call was 
sent to all of the colonies to send delegates to meet 
at Philadelphia to consider what stand should be 
taken. That city was chosen because it is about 
midway between Massachusetts and Georgia. The 
delegates from all of the colonies assembled in Car- 
penter's Hall, in Philadelphia, in September, 1774, 
and formed the First Continental Congress. Samuel 
Adams was one of the delegates from his state, and 
at that meeting he met many of the men with whom 
he had been corresponding about public affairs for 
so long. 

Late in the following year General Gage, the 
English commander, received orders to arrest Samuel 
Adams and John Hancock, another New England 
patriot, and send them to England. There they were 
to be placed on trial for high treason on account of 
their efforts to get the colonies to fight for independ- 
ence from the mother country. It was the intention 
of Gage to seize them at Lexington on A]3ril nine- 
teenth. They were warned by Paul Revere, how- 
ever, and escaped to Philadelphia in time to attend 



28 



FAMOUS AMERICANS 



the Second Continental Congress which met in 
Independence Hall. It was here that the Declaration 
of Independence was written by the representatives 







ii 



Independence Hall 



of the colonies and approved on July 4, 1776. Adams 
did more, perhaps, than any other man to bring 
about the Declaration of Independence, and was one 
of the signers of it. 

When the convention for the approval of the 
Constitution of the United States was held, for over 
two weeks Adams sat and listened to the debates. 
Finally he agreed to support the Constitution. Had 
Adams not favored it, the Constitution would not 
have been adopted, because the acceptance of Massa- 
chusetts was necessarv for it to ])ecome a law. Of all 



SAMUEL ADAMS 29 

the great services which Adams rendered the coun- 
try, none was greater than this. 

After the adoption of the Constitution, Adams 
served as governor of INIassachusetts for some time. 
Until the time of his death he hekl many positions in 
tlie state and in his own city of Boston. The greatest 
woi-k of Samuel Adams was to fan the fires of revolu- 
tion, and to urge those about him to resist tyranny 
and oppression. He was not a great business man 
or a great soldier, but he had the power to inspire 
people to fight for freedom. He had but one end in 
mind, and that was liberty and independence for the 
colonies. When that was won his work was finished, 
and by it he fully earned the right to the title, 
' ' Father of the Revolution. ' ' 

SUGGESTIONS 

In this lesson emphasis should be placed upon the dramatic 
incidents in the career of Samuel Adams. Their relation to the 
sentiment of the people in all the colonies should be brought 
out. In order to understand the significance of the forces that 
]n-eceded the Revolution, the material in this chapter should be 
mastered thoroughly. This is best accomplished by means of 
tlie text-book developed method. The story of the life and serv- 
ices of Samuel Adams should be told in the first lesson. The 
account may be read at home in preparation for the next period. 
During the second lesson a paragraph or section of the text 
should be assigned to be read silently. When sufficient time has 
elapsed, the books should be closed and the class questioned 
aliout their reading. An outline mav be worked out at the 



30 FAMOUS AMERICANS 

board. When the first topic is understood, the next may be 
taken up in the same manner, and so on until all the details have 
been discussed and a complete outline developed. 

QUESTIONS 

1. ITow did the early lives of Adams and Franklin differ? 

2. In what ways were Samuel Adams and Benjamin Franklin 

alike ? 

3. What was the Stamp Act ? 

4. How did England oppress American merchants? 

5. What caused the Boston Massacre? 
G. What part did Adams play in it? 

7. IIow was important news spread through the colonies? 

8. Why did the king's soldiers try to capture Samuel Adams 1 

9. How did Adams learn to know patriots in other colonies? 
10. Why do you think Adams is called the "Father of the 

Revolution ' ' ? 

REFERENCES 

Fiske : The American Revolution. 

Foote and Skinner : Makers and Defenders of America. 

Hosmer: Samuel Adams, the Man of the Town Meeting. 

Lodge : A Frontier Town, and Other Essaijs. 

Wilson : A History of the American People. 



CHAPTER III 



PAUL REVERE 



Born: Boston, Massachusetts, January 1, 1735. 
Died : Boston, IMassachusetts, ]May 10, 1818. 

In the days before the Revolutionary War the 
best gold and silversmith in Boston was Apollos Ri- 
voire, whose son Paul became one of the well-known 
figures in American history. The French name of 
the family was so often misspelled that it was changed 
to Revere. Paul Revere went to the North Grammar 
School with the other Boston boys. He was just an 
average student who liked to play in the schoolyard 
and fish and swim in the harbor far better than he 
liked to study his lessons. It was the custom in those 
days for boys to follow their fathers' trade. Benja- 
min Franklin began to learn the candle and soap 
making business when he left school because that 
was his parent's work. For the same reason Paul 
Revere was placed at a goldsmith's bench and taught 
the trade. He liked to draw and soon became skilled 
at engraving. ]\Iany silver sugarbowls, cups, ladles 
and spoons on which he cut the owner's initials are 

31 



32 FAMOUS AMERICANS 

still in existence and are highly prized because of 
his work. 

Revere, like most of the men of his time, was in- 
terested in the events of the day. When the Stamp 
Act was passed he attended the meetings which 
Samuel Adams called, and was willing to do all he 
could for the American cause. He was one of the 
leaders of the ''Indians" who pitched the tea into 
Boston Harbor in 1773. Just as soon as Samuel 
Adams wrote a full account of the Tea Party, Revere 
was sent with the letter to friends in New York and 
Philadelphia. Many times during the next few 
years he was called upon to saddle his horse and ride 
to distant towns with important messages for Han- 
cock, Adams and others. 

After the English troops landed in Boston to en- 
force the Stamp Act, a party of men, among whom 
was Paul Revere, formed a society called the "Sons 
of Liberty." They planned to watch the movements 
of the English and to report all they learned to their 
leaders. Many nights were spent by Revere and the 
other members of the society walking the dark 
streets of Boston, or watching the harbor to discover 
what the soldiers were doing. In this way it was 
learned that the English planned to march to Con- 
cord in April, 1775, to capture the powder and guns 
that the Americans had stored there. On the way 
they intended to stop at Lexington and captui-e John 



PAUL REVERE 33 

Hancock and Samuel Adams who were wanted as 
traitors and rebels. 

The Sons of Liberty decided to spoil the English 
plans. Paul Revere was chosen to ride to Lexington 
and Concord and warn the people that the soldiers 
were coming. Late on the evening of April 18, 1775, 
he crossed the Charles River and tied his horse to a 
tree. It was expected that the English would start 
their march that night. Revere arranged with a 




I'hoto tiiiui LTnilcrwood and Underwood. 
The Miclniglit Kido of Paul Revere 

friend of his to watch the movements of the enemy 
from the tower of the Old North Church. Near mid- 



34 FAMOUS AMERICANS 

night he saw the signal in the church tower. He 
grasped the bridle of his horse and put his foot in the 
stirrui3. He knew that the English soldiers were 
preparing to cross the river and march in the direc- 
tion of Lexington and Concord. Soon he was astride 
his horse, speeding into the night. 

All along the road that lead out of Boston, Revere 
warned the people that the redcoats were coming. 
The noise and clatter of his horse's hoofs awoke the 
sleeping farmers, and as he rode by he shouted out 
his warning. One man, who did not realize at first 
what was happening, told him to make less noise as 
he pounded on his door. "Noise!" cried Revere, 
"you'll have noise enough before long. The Reg- 
ulars are coming ! ' ' 

John Hancock and Samuel Adams were warned 
in time, and they escaped southward to Philadelphia 
where the Second Continental Congress was holding 
a meeting. 

The English soldiers reached Lexington. On the 
village green was "fired the shot heard 'round the 
world." The two "rebels," as they called Hancock 
and Adams, were out of reach, so the soldiers con- 
tinued their march toward Concord where powder 
and guns were stored. Several Americans were 
killed and others wounded. After destroying the 
few military supjjlies found there, the troops started 
on the return march to Boston. Bv this time the 



PAUL REVERE 



35 



farmers were tlioroiiglil}^ aroused. From beliincl 
rocks, stoiie fences and farm buildings they picked 
off the brightly-chid soldiers as they fled down the 




First Blow for Liberty 

dusty road. If the English general, Gage, had not 
sent fifteen hundred men and two field pieces to 
their rescue, few would have escaped alive. 

An artillery regiment was formed in Boston, and 
Revere was made a lieutenant-colonel. The colonists 
had great trouble in getting enough powder for their 
guns. During the early part of the war the only 
powder-mill in the colonies was located at Philadel- 
phia. Congress sent Colonel Revere there to learn 



36 FAMOUS AMERICAN'S 

bow gunpowder was made so that be could start an- 
other mill in Boston. The mill that Revere founded 
ran for many years and was very successful. 

Revere 's skill as an engraver was often called 
into play during the Revolutionary War. Congress 
had him make the copper plates from which the 
paper money was printed. While he had the plates 
he had to be very careful that they were not stolen 
from him, because if they were taken by any one, 
that person could print money with them. 

After the Revolution, Colonel Revere, as he was 
always called, started an iron foundry where he 
made cannon and church bells. The first bell was 
cast in Boston in 1792. He became a wealthy man 
and an important figure in his native city. When 
the United States frigate. Constitution, was built in 
Boston, Paul Revere supplied all the brass and cop- 
per bolts, spikes, cogs, braces, pumps, staples and 
nails that were used in the vessel. A few years later 
he built the first copper rolling-mill in the country. 
He was always interested in public affairs, and the 
services that he performed for his country before 
and after the Revolution will never be forgotten. 

SUGGESTIONS 

No character in American history offers more dramatic 
possibilities tlian that of Paul Revere. The reference made to 
him in connection with 8amnel Adams fires tlie imagination of 



PAUL REVERE 37 

the children. They may he assigned this lesson without discus- 
sion by the teacher. When the history period arrives there will 
be little need of questioning to get the children to relate what 
they have read. The opportunity to dramatize the life of Revere 
should not be overlooked. Using the aisles for country roads, a 
yardstick for a horse and desks for farm-houses, the children 
will readily undertake to portray Revere 's famous ride. In 
discussing this lesson emphasis should be placed upon the fact 
that the colonists were fast uniting against a common foe, and 
that a crisis was approaching. 

QUESTIONS 

1. When and where did Paul Revere live? 

2. What was his early trade? 

3. What did he do for his country? 

4. Why did he join the "Sons of Liberty"? 

5. Why did he make his famous ride? 

6. On what important errands was he sent? 

7. Why were Adams and Revere friends? 

8. How did Revere help the new government in its beginning? 

9. What work did he follow after the Revolution? 
10. Was he a good citizen? Why? 

EEFERENCES 

Goss: Life of Paul Revere. 

Moses : Paul Revere, The Torch Bearer of the 
Revolution. 



CHAPTER IV 

PATRICK Hf:NRY 

Born: Virg-inici, May 29, 1736. 
Died: Virginia, Jnne 6, 17!)f). 

Patrick Henry, the man who was to become the 
leader of the colony of Virginia, and who was to aid 
Washington, Franklin, Adams and others in secur- 
ing the independence of all the colonies, was the son 
of a Scotchman. He was the second of nine children, 
and spent his early years on a tobacco and cotton 
plantation. Virginia did not have pnblic schools in 
those days, so young Henry attended a private acad- 
emy until he was ten. Then he was taken home by 
his father who planned to teach the boy. Patrick 
loved sports and spent long hours alone in the near- 
by forest, hunting and fishing. He liked to lie on his 
back in the leaves and listen to the songs of the birds, 
and watch them as they built their nests. At home 
in the evenings he read stories and histories of 
Greece, Rome, England and the colonies. 

When Patrick Henry was fifteen years old he 
was placed in the store of a country merchant to 
learn the business. A year later his father gave him 

38 



PATRICK HENRY 39 

and his older brother AVilliam enough money to open 
a store of their own. Clerking was tiresome work 
for Patrick. He would rather be out in the woods 
with a gun on his shoulder, or seated on the bank of 
a stream watching a bobbing cork and waiting for 
the fish to rise and nibble at the bait. Often he 
could bear it no longer. Then he would take his gun 
or fishing line and disappear into the near-by woods. 
Customers were few and profits were small. The 
wealthy planters bought most of their goods from the 
English traders whose ships sailed up the river and 
anchored at the plantation wharves. The ])oorer 
class of whites who came to the store had little money 
and quite often couldn't pay their debts. A¥ithin a 
year the brothers failed and their store was closed. 

At eighteen, Patrick Henry was married and his 
wife's father gave the young couple a few slaves as 
a wedding present. They moved to a farm where 
the next two years were spent in hard work. Want 
of skill and a dislike for farming made Henry wish 
he could do something else to earn a living. Again 
he opened a country store but, like the first attempt, 
this also failed. At twenty-four Patrick Henry 
had failed as a farmer and as a storekeeper. Then 
he decided to study law. 

For many weeks he borrowed and read all of the 
law books he could find in the town. His friends 
smiled and wondered what kind of a lawver he would 



40 FAMOUS AMERICANS 

make, but he went ahead with his studies and soon 
was ready to take the examinations. His appearance 
was so unlike that of a lawyer that the board of 
examiners would scarcely consider him when he ap- 
plied for admission to the bar. One of the examin- 
ers, John Randolph, thought to have some sport 
with the young man. He made a statement and asked 
Patrick Henry what he thought about the matter. 
It did not sound like good law and Henry said so in 
decided terms. Randolijh continued his argument, 
but Patrick Henry held to his first statement. At 
last Randol^Dh said, "You defend your opinion well, 
sir, but now let us look up the law." He took down 
several law books from the near-by shelf, opened 
them and said, ''Here are the law books which you 
have never seen, yet you are right and I am wrong! 
Mr. Henry, if your industry is only half equal to 
your genius, you will prove an ornament to your 
profession!" Of course after that Patrick Henry 
was given permission to practise law, and soon he 
opened an office and hung out his sign. 

The first case that Patrick Henry had is known 
as the "Parson's Cause." In those days tobacco 
served as money in Virginia, and each preacher re- 
ceived about seventeen pounds of tobacco each year 
for his salary. This he would sell to the merchants 
whose shi})s came out from England two or three 
times a year, or trade it for goods made abroad. Dur- 



PATRICK HENRY 41 

ing the previous year the crop had failed and to- 
bacco was worth nearly twice as much as ever before. 
The Virginia Assembly passed a law stating that 
tobacco debts could be paid that year in money at 
the old rate. The clergymen objected to this because 
it meant that they would each lose a large sum. They 
brought suit to compel payment in tobacco. Patrick 
Henry took the field against them. At first he was 
very nervous, but after he began to talk he was at 
ease. His voice, face and gestures pleased his au- 
dience. The preachers saw that they were losing 
their case and left the room in haste, long before the 
young lawyer had finished speaking. When court 
was over the people cheered Patrick Henry and car- 
ried him around the courtyard on their shoulders. 
He had won his first case as a lawyer and as an 
orator. After that he had all the business he could 
attend to, and the next year he was elected to fill a 
vacant seat in the Virginia House of Burgesses, 
where he helloed to make the laws of the colony. The 
public career of Patrick Henry had begun. 

News came to Virginia, by means of the Commit- 
tees of Correspondence, telling of the Boston Mas- 
sacre and the Boston Tea Party. Lord Dunmore, 
the English governor of the colony, fearing revolt, 
seized powder and ammunition stored in the old 
powder-house at Williamsburg. This he placed on 
board an English man-of-war. The people of Vir- 



42 FAMOUS AMERICANS 

ginia, who owned the powder, demanded its return. 
Henry, who had been made a colonel in the newly 
organized militia, was active in driving Lord Dun- 
more from Virginia. 

In 1765 Patrick Henry made a stirring speech in 
the House of Burgesses against the Stamp Act. 
AVhile Adams was fighting the act in Massachusetts, 
and Franklin was trying to secure its repeal in Eng- 
land, Henry was leading the opposition in Virginia. 
He offered a set of r(\solutions which declared that 
only the Virginia Legislature had the right to tax 
Virginians. During the course of his speech he ex- 
claimed, "CiPsar had his Brutus; Charles the First 

his Cromwell, and George the Third" (''Treason! 

Treason!" shouted the speaker) "may profit by 

their example! If this be treason, make the most of 
it!" His wonderful powers as a fiery and brilliant 
orator won the support of the members. The resolu- 
tions were passed and printed in many papers 
throughout the colonies. 

After the Stamp Act riots and the Tea Party in 
Boston, the king of England sent troops to America 
to be quartered in the homes of the settlers, "for 
their protection." The people suspected that they 
were meant to suppress them. When the news 
reached Virginia a meeting was called to discuss the 
matter. Patrick Henry said that a militia should 
be organized for the protection of the colony because 



PATRICK HENRY 



43 



the soldiers were already landing in Boston. Some 
of his audience opposed his suggestion that they 




Photo from Underwood and Underwood. 
Patrick Henry Speaking against tlie Stamp Act 

must prepare for war. Then he exclaimed, "Is life 
so dear, or peace so sweet, as to be purchased at the 



44 FAMOUS AMERICANS 

price of chains and slavery ? I know not what course 
cfthers may take, but as for me, give me liberty or 
give me death!" 

Patrick Henry and George Washington were 
both members of the Virginia delegation in the First 
Continental Congress which met in Carpenter's Hall, 
Philadelphia, in September, 1774. The men assem- 
bled there had all heard of the fiery Virginia patriot, 
but few outside of his own colony had heard him 
speak. During the early part of the convention Pat- 
rick Henry rose and urged the members to stop 
thinking about Massachusetts, New York, Pennsyl- 
vania and Virginia, and to think only of the whole 
country. He closed his speech by saying. "I am not 
a Virginian; I am an American!" The men who 
heard him never forgot the way he uttered those 
words. When they returned to their homes they told 
their friends and neighbors of the event. Soon 
the name of Patrick Henry was famous in every one 
of the colonies. 

The people of Virginia honored Patrick Henry 
by naming a county after him and electing him gov- 
ernor of the state. Although he believed in union 
he opposed the Constitution because he feared that 
it might be possible for a strong president to become 
king. In 1794 he retired to a great plantation which 
he had ])ought, and spent the rest of his life caring 
for his estate. Washington wanted him to become a 



PATRICK HENRY 45 

member of his (Jabiiiet and act as secretary of state, 
but he refused the office. Also he was offered the 
post of ambassador to France, l)ut he declined tliat 
position. 

A few weeks before the deatli of Patrick Henry, 
he was asked by Washington to make a speech urg- 
ing the people of Virginia to hcl]) tlie national gov- 
ernment in carrying out all of its laws. He spoke 
in Carroll County and his remai'ks struck home. He 
told the people that Carroll County had to obey the 
laws of the State of Virginia, and in the same way 
the State of Virginia would have to obey the laws of 
the United States. That was the last ])ublic service 
rendered by the greatest oi-ator of the Revolution. 

SUGGESTIONS 

In shifting the scene of the history lessons from New Eng- 
land to Virginia an opportunity is afforded to emphasize again 
the fact that the colonists were united in their purpose. Excel- 
lent results can be obtained by means of the text-book developed 
method and by dramatizing the important incidents in the life 
of Patrick Henry. The opportunity for drawing contrasts is 
great. Failure in one thing does not necessarily mean failure 
in all things. Success in this lesson can be assured by a vivid 
presentation of Henry's life: his failure in business; his inter- 
est in law and his ultimate success. He should be portrayed as 
the dominant figure in Virginia politics and the spokesman of 
lliat colony. The children should Ix' encoui-aged to recite tii(» 
closing passages of Henry's speech before the House of 
Burgesses. 



46 FAMOUS AMERKJANS 

QUESTIONS 

1. How did Patrick Henry spend his early years? 

2. How were Patrick Henry and Samnel Adams alike? 

3. How did he influence people? 

4. How did Henry help fight the Stamp Act? 

5. Why did he organize the militia? 

6. What did he do in Congress? 

7. How did Virginia honor him? 

8. Why is Henry called the "Orator of the Revolution"? 

9. What is the Constitution of the United States? Why did 
Henry oppose it? 

10. What last public service did he render his country? 

REFERENCES 

Burton: Four Atncricun Patriots. 

Fiske: Old Virginia and Her Neighbors. 

Henry: Patrick Henry; Life, Correspondence and 

Speeches. 
Morgan : The True Patrick Henry. 
Tyler: Patrick Henry. 



CHAPTER V 

GEORGE WASHINGTON 

Born : Virginia, February 22, 1732. 
Died : Virginia, December 14, 1799. 

The boyhood of George Washington was not dif- 
ferent from that of other boys who lived on the 
tobacco phmtations in Virginia two hnndred years 
ago. He and his brothers tramped and rode over 
the hirge estate, watched the slaves at work in the 
fields, and visited friends on neighboring farms. 
Once or twice a year a sailing vessel that had come 
out from England would anchor at the plantation 
wharf. The planters would be invited on board by 
the captain to see the goods he had to sell. Fine 
cloth, dishes and furniture would be shown the wives 
and daughters of the colonists, and the men would hv 
interested in new plows and other farming tools. 

Once in a while a ship-load of slaves would arrive. 
Then the planters from far up and down the river 
would gather to buy a new man to work in the fields 
or a woman to work in the home. When the English 
trader sailed away from Virginia he carried a cargo 
of tobacco with him. At that time tobacco served as 

47 



48 FAMOUS AMERICANS 

money. If a planter wanted to buy cloth for a new 
dress for his wife he gave the trader a small bale of 



Photo from Underwood and Underwood. 

George Washin,s:ton 



tobacco for it. Tn that Avay the ])rodncts of the col- 
ony were sold and neAv things Ixnight. 



GEORGE WASHINGTON 49 

George Washington had an elder brother, Law- 
rence, who had been educated in England and who 
had served with Admiral Vernon in the West Indies. 
George was a constant visitor at his brother's large 
estate, which had been named Mount Vernon after 
the admiral. When George was fourteen his brother 
secured a commission in the English navy for him. 
When the boy went to bid his mother good-by she 
objected so strongly to the plan that he stayed at 
home and remained in school for two years longer. 
During this time young Washington was learning 
manners and gentlemanly bearing from the most 
polished men of his time. At Mount Vernon he met 
many distinguished visitors. On a near-by estate 
lived Lord Fairfax, a member of the English nobil- 
ity, who had come to Virginia to look after tlie 
thousands of acres of land he owned there. At 
Greenway Court, the home of Lord Fairfax, Wash- 
ington was a welcome visitor. The quiet observing 
boy soon learned the manners and customs that only 
association with men of culture can give. 

When he was sixteen years old his schooling 
ended. The lands of Lord Fairfax never had been 
surveyed, so he engaged George Washington to do 
the work for him. With a few assistants Washing- 
ton spent the next few years in the wilderness. Dur- 
ing that time he made maps and drawings of large 
tracts of unsettled land. Also he learned to live upon 



50 



FAMOUS AMEEICANS 



the barest necessities. At iii,i;ht lie and his compan- 
ious would buikl a camp-fire, cook tlieir supper, and 
stretch out upon their l)]ankets for a few hours' 
sleep. The next morning they would be off again 
with their stakes and chains, tramping over wild and 




Mount Vernon 

unexplored country. They often met parties of In- 
dians. Soon Washington learned their language 
and studied their ways, ^lany times in after years 
his knowledge of Indian life was of great service to 
him. 

When Washington was nineteen he was called to 
Mount Vernon by his brother Lawrence who was ill. 
Lawrence had been ordered to the Bahama Islands, 
in the West Indies, and he wanted George to go with, 
him. The two brothers sailed awav togethei' and 



GEORGE WASHINGTON 51 

several months were spent in the tropics. Lawrence 
Washington became weaker and weaker as the days 
passed, and soon he begged George to take him back 
to Mount Vernon. Lawrence died during the follow- 
ing summer and left his vast estate on the Potomac 
to his younger brother. George Washington as- 
sumed the new burdens thrust upon him and moved 
to Mount Vernon where he made his home during 
the remainder of his life. 

For many years English settlers from the colonies 
along the coast had been crossing the mountains and 
entering the fertile Ohio Valley where they were 
making their homes. At the same time French set- 
tlers had been pouring into this section from Canada. 
Because both France and England claimed the Ohio 
country the people of the two nations were bitter ene- 
mies. On October 30, 1753, Governor Dinwiddle, of 
Virginia, commissioned Washington, then only 
twenty-one, to proceed to the "place on the Ohio 
Rivei' where the French have lately erected a fort or 
forts" in order to deliver a letter to the commander 
ordering them out of the territory which was claimed 
by the English. 

Washington set out on the journey the next day. 
At Frederickslnirg he engaged his Dutch fencing 
master, Jaeol) Van Braam, to act as his French in- 
lerpreter. Besides Van Braam, the party included 
rTohn Davidson, Indian interpreter. Christian Gist, 



52 FAMOUS AMERICANS 

guide, and four men-servants, as well as horses and 
camp equipment. It is common to think of Washing- 
ton making that first journey alone, but such was 
not the case. There were seven men in the party 
who were under his orders. 

During the entire journey Washington kept a 
diary, upon which he relied in making his report to 
Governor Dinwiddie. He visited the chiefs of the 
Indian tribes along the way and did all in his power 
to strengthen their regard for the English. On De- 
cember 12, 1753, he arrived at Fort Venango, which 
was located on French Creek, a small tributary of 
the Alleghany River. The French commander of the 
little fort received the young messenger with great 
kindness and promised a prompt reply. Two days 
later the letter in which he refused to withdraw from 
the territory along the Ohio was handed to Washing- 
ton who began his homeward joui'ney. 

Governor Dinwiddie and the members of the Vir- 
ginia House of Burgesses were very angry when 
they received the rej^ly which Washington brought 
from the French commander. Immediately fifty 
thousand dollars were set aside to be used for rais- 
ing troops to drive the French out of the Ohio Val- 
ley. In February, 1754, a small company was sent 
to build a fort at the present site of Pitts])urgh, but 
in the middle of April a force of five hundred 
Frenchmen came quietly down the Alleghany River 



GEORGE WASHINGTON 53 

iu Indian canoes and stopped the work. The small 
English force was compelled to surrender, and the 
French immediately finished the fort which they 
called Duquesne, after the governor of Canada. 

Washington at that time was twenty- two. He 
was commissioned a lieutenant-colonel and sent to 
capture Fort Duquesne. Before reaching the fort 
he met a small party of Frenchmen, whom he fired 
upon, killing nine men and capturing twenty-two. 
Knowing that a large force would follow, Washing- 
ton retreated to Fort Necessity, where he awaited the 
attack. Soon a force of nine hundred appeared and 
the Virginians were forced to surrender. The de- 
feated troops reached home in a pitiable condition 
and were received in anger and despair by Governor 
Dinwiddle. 

After the defeat at Fort Necessity, Governors 
Hamilton, of Pennsylvania, and Dinwiddle, of 
Virginia, raised forces and asked England for assist- 
ance. As a result, two regiments under Major- 
General Braddock arrived in February, 1775. 
Benjamin Franklin assisted in outfitting the expe- 
dition and wrote the following: ^'Tlie general was, I 
think, a brave man, and might probably have made a 
good figure in some European war. But he had too 
much self-confidence, too high opinion of the value 
of regular troops, and too mean a one of l^oth Amer- 
icans and Indians." 



54 



FAMOUS AMERICANS 



Washington was made a member of Braddock's 
staff and iH'epared to visit western Pennsylvania for 
the thii'd time. The troops felt sure of capturing 
Fort Duquesne, which was at the junction of the 
Alleghany and Monongahela Rivers. The old block- 
house which stood before it has been carefully pre- 




Photo fiom Underwood and Underwood. 

Washington at Braddock's Defeat 

served, and is one of the main spots of interest in 
Pittsburgh to-day. The English soldiers marched 
in regular columns, with banners waving and bands 
playing. Just a few miles east of the fort, in a ra- 
vine, they were suddenly attacked by the French and 
their Indian allies. Braddock was killed, and during 



GEORGE AVASHINGTON 55 

the retreat his men buried him in the road, over 
which they drove their horses and wagons so that 
the enemy would not find the grave. Many of the 
English soldiers were killed, together with nearly all 
of the Virginia troops. Washington luckil}^ escaped 
without a wound, though he had four bullets through 
his coat and two horses shot under him. 

When Washington again visited western Penn- 
sylvania in 1758, things looked brighter for the Eng- 
lish cause than ever before. Late in that year General 
John Forbes, a Scotch soldier, was sent out to cap- 
ture Fort Duquesne. In this expedition Washington 
was in command of the Virginia, Maryland and 
North Carolina troops. About six thousand men 
were in line. Forbes, who was ill, was carried on a 
litter during the entire march across Pennsylvania. 
At first it was decided to wait until spring before 
making the attack, but on November twenty-third an 
Indian rimner brought in the new^s that the French 
at Fort Duquesne were leaving and that they had set 
fire to all of the wooden buildings within the walls 
of the fort. The English immediately pushed for- 
ward and occupied the smoking ruins without firing 
a shot or losing a man. They rebuilt and remodeled 
the fort and named it Pitt, in honor of the prime 
minister of England. 

After the close of the French and Indian War, 
Colonel Washington returned to Mount Vernon. For 



56 FAMOUS AMERICANS 

twentj^ 3^ears he led the life of a wealthy Virginia 
13lanter. He married Mrs. Martha Custis, a wealthy 
widow of his own age. Washington had no children 
of his own, but the two children of Mrs. Custis, Jack 
and Nellie, found him a kind and agreeable step- 
father. Washington spent his time in managing his 
estate, in caring for his stock and his slaves, in enter- 
taining many guests, and in attending the sessions 
of the Virginia House of Burgesses. Once in a while 
he left the quiet of his estate for a short social season 
at Williamsburg, the capital of Virginia, or for a 
trip to Philadelphia. At othei' times he permitted 
himself short hunting and fishing trips on his 
western lands. 

AVhen the Stamp Act and the Tea Tax troul)le 
arose in the colonies Washington was a member of 
the Virginia House of Burgesses. He, with Edmund 
Pendleton and Patrick Henry, made the journey 
fi'om Virginia to Philadelphia, where they repre- 
sented Virginia in the First Continental Congress 
which met in Carpenter's Hall in 1774. There Wash- 
ington was noted for his solid and sound judgment. 
The protest prepared by the First Continental Con- 
gress was received with contempt in England. In 
May, 1775, war had actually begun. The Boston Mas- 
sacre, the Tea Party and the battles of Lexington 
and Concord had caused the English to send troops 



GEORGE AYASHINGTOX 



57 



to destroy tlic I'clx'l anii3\ The colonies were in 
revolt. 

The Second Continental Congress found it neces- 
sary to raise forces large enough to defend American 
rights. Its members chose Washington commander- 
in-chief of the new army. At New York, as he 
journeyed from Philadelphia to Boston, he learned 




Battle of Bunker Hill 



of the battle of Bunker Hill. He arrived in Cam- 
bridge (m the third of July, 1775, and assumed com- 
mand of the army on the following day. During the 
next few months he drilled his troops and secui-ed 
supplies. By cleverly occu2:)ying the hills behind 



58 FAMOUS AMERICANS 

Boston, General Washington forced the English to 
retire from that city. When the enemy left they 
abandoned jDowder, muskets, cannon and other mili- 
tary supplies which the Americans needed badly. 

After the English were forced to leaye Boston 
they made New York their headquarters. Many war- 
ships were anchored in the Hudson Riyer and 
General Howe had twenty thousand soldiers in the 
town. He was to hold the surrounding territory 
while another English officer. General Burgoyne, 
was to march down from Canada with seyeral thou- 
sand more men. The two forces were to meet and 
hold the great ^lohawk Valley in central New York. 
In that way the colonies would be cut in two, and 
New England would lose the help of her southern 
friends. General Washington was not prepared to 
face the large force assembled in New York, so he 
passed the city and retreated across northern New 
Jersey. After crossing the Delaware Riyer into 
Pennsylyania he spent much time in trying to per- 
suade his men to remain loyal to hinio They were 
hungry and in rags. Most of them had not been paid 
for months. . 

Across the riyer at Trenton the Hessian allies of 
the English were stationed. They were warm, well- 
fed and well -clothed. Washington quietly collected 
the rowboats along the banks of the riyer for miles 
aboye and below his camp. On Chi'istmas Eye, 177(). 



GEORGE AYASHINGTON 59 

he began to inove liis tr()oi)S across tlie ice-filled 
river. Eor ten lioni'S in the darkness the boats 
crossed and recrossed the river carrying the Con- 
tinental soldiers. In a blinding snow-storm the men 
marched toward the Hessians at Trenton. The at- 
tack was begnn at daybreak, and one thousand of the 
enemy surrendered with their cannon, food, clothing 
and annnunition. The victorious Americans pur- 
sued the fleeing Hessians toward Princeton where a 
battle was fought next day. Their chief was killed 
and many men were captured. The success of the 
American Army raised the hopes of the colonists. 

General Howe planned to capture Philadelphia, 
the capital of the colonies, before Burgoyne needed 
him. Accordingly, while Burgoyne was marching 
south, Howe put most of his men aboard ships and 
carried them by sea to the Chesapeake Bay. He had 
been warned that Fort Mifflin, below Philadelphia, 
would bar his way up the Delaware River. He 
planned to march from the head of the Chesapeake 
Bay to Philadelphia. Washington met him at 
Brandywine and Germantown, but was unable to 
check his advance. Howe took Philadelphia and 
made preparations to spend the winter there. Gen- 
eral Burgoyne failed to receive aid during his march 
south. An American Army, under General Gates, 
met him at Saratoga. A battle followed and Bur- 
g(n^ne was forced to surrender with his entire armv. 



60 FAMOUS AMEEICANS 

The year 1777 was one of the darkest during the 
entire Revohitionary War. The English held the 
American capital at Philadelphia, and after the de- 
feats at Brandywine, Germantown and Paoli, Wash- 
ington was compelled to seek winter quarters for his 
discouraged troops. Valley Forge was selected upon 
the recommendation of Major-General Anthony 



2 




-* 


"# 




1 






^Ml 




HHk. '«»''''' 




-■i^l 




^1^^^^ 


r^s 




[^ 


wA^"^m 





Winter at Valley Forge 

Wayne, whose home was near by. The Americans 
went into camp December 19, 1777, and immediately 
began to prepare for the sevei'e winter that followed. 
Huts had to be built for the men and officers. The 
men were divided into squads of twelve each, and to 
speed the building operations Washington offered 
a reward of twelve dollars to the squad whose winter 



GEORGE AVASHINGTON 61 

home was built the quickest. Much time was spent 
in felling trees and cutting boards with the crude 
means at hand, but soon row upon row of log 
huts sprang up on the wooded hillsides of Valley 
Forge. 

Merely housing his men was the least of AYash- 
ington's difficulties during that winter. They also 
had to be fed and clothed. Discipline had to be 
strengthened and the courage of the men kept up. 
The little army had to be prepared to withstand at- 
tacks from the enemy. If the English had left their 
comfortable quarters in Philadelphia during the 
winter of 1777-1778 they might easily have captured 
or scattered what they termed the "Rebel Band" 
only twenty-seven miles away amid the hills of Val- 
ley Forge. However, Lord Howe and his officers 
felt certain that there was no need to cut short their 
parties and dances and begin a winter campaign. 
The war could just as well be ended in the spring, 
they thought. Meanwhile, AVashington, with the 
help of Lafayette and Steuben, was making every 
day count and preparing for the battles that he 
knew would soon be forced upon him. 

It had been the practise of Congress during the 
previous year to recruit men for six months or a year 
instead of for the duration of the war. The men 
whose time of service was ended were going home, 
glad to escape the privations that were their daily 



62 FAMOUS AMEEICANS 

lot at Valley Forge. Also it became more and more 
impossible to recruit new men. The small pay waei 
uncertain and defeat seemed sui'e. A constantly 
growing group of colonists thought that Washington 
and his army would be compelled finally to surren- 
der to the well-fed, well-drilled and splendidly 
equipped men under Lord Howe. 

On December twenty-third, over twenty-nine hun- 
dred men were of no use to the army "because they 
were barefooted and otherwise unfit for duty. Be- 
cause of the scarcity of blankets, men were compelled 
to sit up by the fire all night to keep warm. A 
report of conditions at Valley Forge, made by an 
investigation committee, stated that many lives were 
sacrificed because of lack of food and clothing. 
Meanwhile many boxes of shoes, stockings and cloth- 
ing were lying at different places on the roads for 
want of teams or money to pay the teamsters. 

During the encampment at Valley Forge over 
three thousand men died of sickness, while in the 
main battles of the Revolution the killed and wounded 
was not greater than nine thousand men. The work 
of the Park Commission that now has charge of 
Washington's winter camp has shown us that the 
site is one vast cemetery. Many of the soldiers were 
almost naked. Their shoes were worn out, and their 
feet were often frost-bitten. Their stockings and 
breeches were torn and hardlv covered them. Few 



GEORGE WASHINGTON 



63 




at 



had more tluiii a tattered shirt on their shouklers. 
Added to this were the sufferings they had to bear 
because of hunger. They dragged themselves around 
as well as they ;:^ -^ -~- ..„-..-,.-^^ __„„_,_._ 

could and huddled 
together about the 
fires as much as 

possible in order t< » : 

keep what little 
strength they had. 
It was during 
this dark winter 

that Isaac Potts, a General Washington's 

Quaker, w hose 
farm was near the camp, found Washington in 
prayer in the woods. He rushed back to his home 
and sat down in the kitchen where his wife was 
working. She noted his excitement and asked the 
cause of it. 

''Indeed," he replied, "if I appear agitated 'tis 
no more than what I am. I have seen this day what 
I shall never forget. Till now I have thought that a 
soldier could never be a Christian. But if George 
Washington be not a man of God, I am mistaken, 
and still more shall I be disappointed if God does not 
through him perform some great things for this 
country. ' ' 



Headquarters 
Valley Forge 



64 FAMOUS AMERICANS 

The darkest hour is always before the dawn. On 
New Year's Day, 1778, a party of Americans cap- 
tured an English ship in the Delaware River whose 
cargo was for the officers of the English Army. The 
members of Washington's staff were particularly 
delighted with Howe's silver dinner service which 
was on board. 

For many months Benjamin Franklin had been 
working steadily to interest the French in our strug- 
gle for independence. On February 6, 1778, the 
treaty was made with France which immediately 
gave us standing abroad. The tide had turned and 
Washington's little band of patriots who had lived 
through the winter had their hope and faith renewed. 
They had been toughened by hunger and hardship, 
and they had spent the months in learning military 
drill. When public opinion once more swung to the 
support of Washington and his army, new men were 
recruited, and the series of successes that led to Corn- 
wallis' surrender began. 

The English had been defeated in New England 
and were unsuccessful in the middle Atlantic States. 
Now they stopped trying to defeat the colonists in 
the North, and began making war in South Carolina. 
Cornwallis, the English general, fought his way 
northward, until he reached Yorktown, Virginia. 
The colonists had secured aid from France, thanks 
to the untiring effort of Benjamin Franklin. Sea- 



GEORGE WASHINGTON 



65 



soned troops were now at Washington's command. 
A fleet of French war- vessels was also ready to give 
aid. 

Quickly moving south with his troops, General 
Washington captured the army of Cornwallis at 




The Surrender at Vorktown 

Yorktown. The surrender of Cornwallis ended the 
war. Washington's soldiers and the people of the 
country worshiped him so much that they would have 
crowned him king of the United States if he had 
been willing. 



66 FAMOUS AMERICANS 

Washington was elected the first president of the 
United States after the independence of the colonies 
was won. No other man was so highly respected by 
the people. He made the journey from Mount Ver- 
non to New York, the capital of the country, amid 
great rejoicing. The people of every city, town and 
village cheered and waved their flags as he passed. 
He was feasted at Alexandria, entertained at Balti- 
more, and warmly received at Philadelphia. At 
every place he stojiped, great crowds joined in the 
shout. "Long live George Washington." The First 
City Troop of Philadelphia rode with the newly 
elected president as far as Trenton. Over the bridge 
leading into that town was the motto, "To Thee 
Alone." The Trenton troops rode with him as far 
as Jersey City where he boarded a boat for New 
York, just across the harbor. Flags were waving on 
all the vessels in the river and bay, and whistles and 
horns were blowing. Washington was met at the 
wharf by Governor Clinton of New York and a group 
of senators and representatives. Great crowds had 
collected to see the new head of the republic. That 
CA'Cning bonfires were lit, dinners were given, and 
speeches were made in honor of his arrival. 

April 30, 1789, was the day set for George Wash- 
ington to take the oath of office as president of the 
United Stat(^s. Tlie crowds began to form at dawn, 
nltlioimli the cercuionv was not to 1)0^^11 until noon. 



GEORCn^ WASHINGTON 67 

At Federal Hall, Washington met and was intro- 
duced to all of the newly elected officials. Then he 
went out on the balcony- in full view of the great 
crowds that filled the streets below. Amid silence 
he swore to obey the Constitution and protect the 
rights of Americans. The chief justice who had 
sworn him in, turned to the people below and 
shouted, "Long live George Washington, President 
of the United States." The cry was taken up and 
swept like a wave over the town. The cannon in the 
harbor boomed forth a salute, and during the entire 
day he was cheered every time he appeared. 

After Washington had served as president for 
four years he was elected for another term. During 
the eight years he filled the office he established 
many of the policies and customs that other presi- 
dents have continued. He followed the suggestions 
of Alexander Hamilton and had the central govern- 
ment take over all of the state debts. He undertook 
to pay the foreign debt and opened a national bank. 

In 1794 he sent troops to western Pennsylvania 
to put down the Whisky Rebellion. The farmers in 
that section had no ready market for their corn so 
they erected stills and made whisky out of it. It was 
much easier to carry a gallon of liquor over the 
mountains to the stores than to transport several 
bushels of corn. When the national government put 
a tax on whisky the farmers in that section refused 



68 FAMOUS AMERICANS 

to pay it. However, when the federal troops arrived, 
the tax was collected and respect for the central gov- 
ernment was strengthened. 

When Washington's second term as president 
ended he was asked to serve again, but he refused. 
He wished to retire to Mount Vernon and spend the 
remainder of his life caring for his estate there. In 
his farewell address he cautioned his people to "steer 
clear of permanent alliances with any portion of the 
foreign world." 

After Washington retired from the presidency 
of the United States he led the life of a wealthy Vir- 
ginia planter. His days were spent in riding over 
his fields and looking after the work of his slaves 
and overseers. He planned new imi3rovements, built 
fences, planted hedge and orchards, and erected new 
farm buildings. At his home he constantly enter- 
tained many visitors. Every one of importance who 
traveled north or south, either on business or pleas- 
ure, was sure to stop at Mount Vernon to pay his 
respects to George and Martha Washington. Al- 
though he was retired from public office his advice 
was constantly asked by the statesmen of his time. 
Every mail brought many letters from friends in all 
parts of the country and abroad. His letters alone 
took several hours a day to read and answer. 

The visitor at Mount Vernon to-day can see th^. 
tomb of the "Father of His Country." The simple 



GEORGE WASHINGTON 69 

brick vault has an iron grating before it and faces 
the beautiful Potomac River. Within, in full view, 
are the two marl^le caskets in which rest the remains 
of George Washington and his wife Martha. La- 
fayette visited the spot when he visited this country 
in 1824. Visitors from all over the world who have 




W'asliintildti at Mount X'crnnn 



heard the name of George AVashington, have paused 
there and paid tribute to the man who was ''first in 
war, first in peace, and first in the hearts of his 
countrymen. ' ' 



SUGGESTIONS 



The aim of the teacher at this point should be to make 
Washington a real instead of a legendary figure. This may be 
achieved by constantly comparing him to others who lived at 



70 FAMOUS AMEElCxiNS 

the same time, and showing that he was a man whose active 
life consisted in a succession of difficulties that were overcome, 
disappointments that were faced, hardships that were endured, 
and successes that were won. His entire life, from early boy- 
hood to the last years at jMount Vernon, should be pictured as 
an orderly sequence of events. The account of the life of Wash- 
ington divides into four periods: his youth, his participation 
in the French and Indian War, the Revolutionary period, and 
finally, his presidency and later life at Mount Vernon. This 
chapter will repay intensive study, but interest must be sus- 
tained. This result is obtained by varying the methods used. 
The story should be told in an intimate manner; short assign- 
ments for home reading should be made; pictures should be 
brought to class for discussion, and questions should be asked. 
A wall map should be used constantly and all geograplxical ref- 
erences should be indicated. Finally, the life of Wasliington 
should be summarized in outline form on the blackboard. 

QUESTIONS 

1. Did Washington like to travel? Trace on the map the 
places lie visited. 

2. Would he have become great if he liad always stayed at 
home ? Why ? 

3. What things did he learn during tlie French and Indian 
War that helped liim later? 

4. Why was Wasliington chosen to command the Amei'ican 
troops ? 

5. Was he a great general? Why? 

6. AVhy Avere the soldiers at Valley Forge true patriots? 

7. Why did this small army keep on fighting in spite of its 
many sufferings ? 



GEORGE WASHINGTON 71 

8. AVas Isaac Potts right in what he said of Washington? 

Why ? 
0. What kind of president did Washington make? AVhy? 
10. Why is he called "The Father of His Country"? 

REFERENCES 

Bolton : Famous American Statesmen. 
Brady : Revolutionary Fights and Fighters. 
Custis: RecoUectious and Memoirs of Washington. 
Lodge : George Washington. 
Wilson : George Washington. 



CHAPTER VI 

THOMAS JEFFERSON 

Born: Shadwell, Virginia, April 13, 1743. 
Died: Montieello, Virginia, July 4, 1826. 

Virginia was the home of three of the greatest 
men of Colonial and Revolutionary times. These 
men were George Washington, Patrick Henry and 
Thomas Jefferson. All worked for one common 
canse, the independence of the colonies. The boyhood 
of Jefferson was mnch like that of the other two pa- 
triots. He was born on a large plantation and at- 
tended a small country school which was taught by a 
preacher. During vacation he spent most of his 
time in the woods with his gun and dogs, or along 
some stream with a rod and line. Often he carried 
a book with him and read it while stretched in the 
shade of a tree. 

When Jefferson had finished his studies at the 
little country schoolhouse near his home he went to 
William and Mary's College at AVilliamsburg, the 
capital of the colony of Virginia. The college was 
named after a king and queen of England and was 
the best in that section. Williamsburg was a dull 

72 



THOMAS JEf^FERSON 73 

little town except in the winter season when the As- 
sembly met. Then all of the wealthy planters and 



Thomas Jefferson 

their families gathered there for a short time. Jef- 
Ferson studied hard while in college, l)ut he fomifl 



74 FAAIOUS AMERICANS 

time to make many valuable friends. He was in the 
House of Burgesses when Patrick Henry declared 
"Caesar had his Brutus; Charles the First his Crom- 
well, and George the Third may profit by their ex- 
ample ! If this be treason, make the most of it !" 

That speech made such a strong impression on 
Jefferson that he wanted to know the orator better. 
The two men became friends and worked side by side 
for many years in the service of their country. 

Thomas Jefferson is described by a person who 
knew him well as "six feet tall, and straight as a gun 
barrel — like a fine horse with no extra flesh." His 
hands, wrists and feet were large ; his hair was red ; 
his face was freckled, and his eyes were blue. He 
enjoyed horseback riding and violin playing. Also, 
he was a dead shot with a gun. 

After finishing his college work Jefferson ]>e- 
came a lawyer. For several years he managed the 
large estate which he inherited from his father. The 
people of Virginia elected him to the House of 
Burgesses. There he worked with George Wash- 
ington and Patrick Henry who were also members. 
As a member of the Committee of Correspondence, 
Jefferson kept in close touch with the leading men 
in the other colonies. 

Jefferson was appointed a delegate to the Second 
Continental Congress which met in Philadelphia, 
May 10, 1775. He was no orator, but his manner 



THOMAS JEFFERSON 75 

and character gave him great iufhience there. A 
year later, when Congress appointed a committee to 
draft the Declaration of Independence, Thomas Jef- 
ferson was chosen as chairman, and was asked to 
prepare a draft of the Declaration. Benjamin 
Franklin also served on the committee, and aided 
with advice and snggestions. In seventeen days Jef- 
ferson completed his plan, by means of which a new 
nation was to spring into existence. This rongh copy 
of the Declaration of Independence was presented to 
Congress and, after some slight changes had been 
made, was adopted by the delegates. In the Declara- 
tion of Independence, Jefferson declared that all 
men are eqnal and that the colonies should be free 
and independent states. 

The Declaration of Independence was written in 
a house which stood on the southwest corner of Sev- 
enth and ]\larket Streets, Philadelphia. This house 
has been torn down and now a bank occupies the site. 
A bronze tablet set in the wall tells all who chance to 
pass of the great work done on that spot so many 
years ago. To-day the original Declaration of Inde- 
pendence lies in a vault in the State Department in 
Washington. There it is guarded carefully because 
it is one of the most valuable pieces of i)aper in the 
world. 

During the Revolution, Thomas Jefferson was 
active in politics in Virginia. His time was spent in 



76 



FAMOUS AMERICANS 



writing to patriots in other colonies cand in keeping 
the people of his state informed of the leading events 
of the day. As a member of the Virginia House of 
Burgesses he introduced a bill to do away with the 
laws of direct inheritance. Under that law the great 




House Where Jefferson \\"rote the Declaration of 
Independence 

estates eould not l)e mortgaged or sold for debt. In- 
stead they were handed down from father to son. 
Since the large land holdings could not be bri^ken 
\\\), the i)oor ])(U^])le of the colony were unal)le to huy 



THOMAS JEFFERSON 77 

farms. If they wanted to own land tliey were forced 
to move out of Virginia or go to the free hinds far to 
tlie west. Jefferson believed that the state would 
be better off if many people owned small farms in- 
stead of a few owning all of the best land. 

At that time religious freedom was unknown in 
Virginia. Every one was supposed to attend the 
Church of England. Jefferson believed that all men 
should be free to worship in any manner that best 
pleased them, so he had a law passed that permitted 
people to attend other churches. He also managed 
to persuade his fellow members in the House of 
Burgesses to do away with the Debtor's Prison. A 
man who owed money and did not pay it was thrown 
into prison and kept there until the debt was paid. 
According to another old law, all foreigners had to 
wait fourteen years before they could become citi- 
zens. Jefferson secured the passage of a law that 
permitted men to get their final papers in two years. 

Thomas Jefferson believed that all men are born 
equal and that all should enjoy equal opportunities. 
He outlined a plan of free education for all of the 
people. There should be common schools where 
reading, writing and arithmetic are taught. In ad- 
dition, there should be high schools, colleges, a state 
university and a libraiy.- He believed that if the 
people were educated they could safely govern them- 
selves. Many others in the state at that time be- 



78 FAMOUS AMERICANS 

lieved that only the wealthy should be allowed to 
make the laws and that it was dangerous to educate 
the common people. Jefferson's plan was finally 
adopted, and he drew the plans and supplied the 
money for the University of Virginia. 

For a century and a half slave ships had been 
bringing negroes to Virginia for sale to the planters. 
Although Jefferson was a large slave owner himself 
he thought that it was wrong for one man to own 
another, and to buy or sell him like a horse or an ox. 
He worked to have a law passed to give freedom to 
all born as slaves, but the wealthy planters who made 
up the Assembly would not vote for it. However, he 
did succeed in having the slave trade between Vir- 
ginia and Africa stopped. As a result of his work 
it became illegal to bring new slaves into the state. 

In 1779 Jefferson succeeded Patrick Henry as 
governor of Virginia. At that time men and guns 
were needed. The state was invaded and English 
war-ships sailed up the James River and landed 
troops. In 1781 Cornwallis, the English general, 
marched in from the south. His soldiers drove off 
horses, cattle and slaves from the plantations and 
destroyed what they could not use. Monticello, the 
beautiful home of Jefferson, was ruined almost be- 
yond repair. 

President AVashington sent Thomas rlefferson, 
Benjamin Franklin and John Adams to Europe in 



THOMAS JEFFERSON 79 

1784 to make treaties of commerce with the nations 
there. Adams later l)ecanie minister to England and 
Franklin returned home because of his age and 
health. Jefferson stayed as minister to France. 
AVhen he presented himself to the prime minister as 
the new representative of the United States, that of- 
ficial said, "Ah, Mr. Jefferson, you replace Doctor 
Franklin, I hear." Jefferson bowed low and replied, 
"I succeed him. No man can replace him!" He 
remained in Paris for five years. He kept America 
informed of new discoveries and inventions. He 
wrote that the steam-engine "with a peck and a half 
of coal performs as much work as a horse in a day." 
Nearly every boat that sailed from Europe to 
America carried boxes of books and bags of seeds 
and roots that he had gathered for friends in his own 
country. He returned home in 1789, but fully in- 
tended to go back to Paris. At Washington 's request 
he remained as secretary of state. 

For eight years Jefferson served as a member of 
Washington's Cabinet. At all times he argued that 
America must be a true democracy, and that the peo- 
ple must alw^ays be allow^ed to rule themselves. He 
was always opposed b}^ Alexander Hamilton, Secre- 
tary of the Treasury. Hamilton was an aristocrat 
and could not agree with Jefferson's democratic 
principles. Hamilton was sure that the people did 
not know enough about govei'ument to be trusted 



80 FAMOUS AMERICANS 

fully in such matters. Jefferson said that no one 
knew if that was true because the people had never 
had a chance to show what they could do. The two 
fought continually and Washington found it hard at 
times to keep them from coming to blows. 

After acting as vice-president under John Adams, 
Jefferson was elected the third president of the 
United States, and served for two terms. During his 
term of office, Louisiana, the teri'itory between the 
Mississippi Eiver and the Rocky Mountains, passed 
from Sj^anish ownei'ship into the possession of 
France. This transfer was forced upon Spain by 
Napoleon, the all-powerful ruler of France. It was 
Napoleon's hope to plant a French colony in 
America, and thus confine the United States be- 
tween the Atlantic Ocean and the Mississij^pi River. 
Before he could carry out his plan, however, he was 
drawn into a war with England. All of his plans for 
colonizing America were spoiled. 

When the Americans learned that Louisiana be- 
longed to France and that they were unable to ship 
goods down the Mississippi without paying a tax at 
New Orleans, they became alarmed and talked loudly 
of war. In order to prevent war, President Jeffer- 
son sent James Monroe to Fi'ance to purchase the 
land at the mouth of the Mississippi, and thus per- 
mit the people of the United States to carry on trade 
and to ship their goods down the river without pay- 



THOMAS JEFFP^RSON" 81 

iiiii" a tax. Napoleon was greatly in need of money at 
the time to carry on his war with England. He was 
willing to sell, not only the land at the month of the 
Mississip^ji, but the entire territory of Louisiana. 
As a result of this purchase, which cost fifteen mil- 
lions of dollars, the size of the United States was 
more than doubled. 

jMany persons in the United States thought Jef- 
ferson w^as throwing money awa}", and said we could 
never use the land. The year following the purchase 
of Louisiana, a party under Lewds and Clark set out 
to ex2)l()re this country and the land to the northw^est 
of it. The}^ traveled up the jNIissouri, crossed the 
UKunitains on horseback, and floated dowai the Co- 
lumbia River in canoes. After two years and a half 
in that territory, they returned home with an ac- 
count of its vastness and wealth. 

After serving as president of the United States 
for eight years Jefferson returned to his home, Mon- 
ticello, where he spent the remainder of his life. 
Notables from all over the world visited him, and 
sti'angers came in trooi)S to see him. Occasionally 
he w\)uld drive to a distant farm to escape from his 
visitors. He gave much of his time to the erection 
of the buildings for the University of Virginia. 
Almost his entire fortune was swallowed up in the 
carrying out of his plans. 

One day, while walking over the groimds of the 



82 FAMOUS AMERICANS 

university with his eldest grandson, a slave took off 
his hat and bowed low as the two passed. As was his 
habit, Jefferson raised his hat and returned the bow. 
The little grandson, however, did not notice the 
greeting. He neither raised his hat nor bowed. Jef- 
ferson turned to the boy and said, "Thomas, do you 
permit a slave to be more of a gentleman than your- 
self?" The unfailing courtesy of the man was his 
chief charm. 

SUGGESTIONS 

A good approach to the study of Jefferson is by means of 
a discussion of the rules of class room behavior; the laws of the 
city; the state, and finally those of the nation. The laws of 
the nation are all based on the Constitution which was written 
))y Thomas Jefferson. With this point of contact made, the life 
of the writer of the Constitution can be presented by the 
teacher. Give the main facts, leaving the details for future les- 
sons. An assignment in the text should be made to supplement 
the material discussed in class and to prepare for a second les- 
son. The study of Jefferson's services to his country may be 
made by means of the text-book developed lesson. A paragraph 
should be r(>ad aloud by a child while the remainder of the 
children, whose books should be closed, listen to the account. 
Upon the completion of the account the children should be ques- 
tioned concerning what they have heard. Each successive para- 
graph is studied in the same manner. As a basis for comparison 
and review, a list of the services rendered by Jefferson should 
be placed on the blackboard, together with similar ones for 
Franklin and Washington. 



THOMAS JEFFERSON 8;; 

QUESTIONS 

1. What was it about Jefferson that other people liked? 

2. What was the Declaration of Independence? 

3. Why was Jefferson chosen to write it ? 

4. How did he improve the laws of Virginia? 

5. What were his views on slavery 1 

(3. Why did the Americans want Louisiana? 

7. What might have happened if Jefferson had not bought 
Louisiana ? 

8. What states have l)een formed out of tlie Louisiana 
Purchase ? 

9. Were the years that Jefferson spent in France of any bene- 
fit to him? If so, how? 

10. Why did Jefferson have so many visitors after he retired 
to Monticello? 

REFERENCES 

Bolton: Famous American Statesmen. 
Brooks : Historic Americans. 
Curtis : The True Thomas Jefferson, 
Dana : Makers of America. 
Page : The Old Dominion, 



CHAPTER VII 

THE THILADELI'KIA TEA I'AKTY 
December 27, 1773. 

Late in the year 1773 there was great excitement 
in Philadelphia. Groups of citizens gathered in the 
coffee houses and talked over a matter that was of 
great importance. They had learned that a ship- 
load of tea had been sent to Philadelphia. The people 
liked tea and usually welcomed its arrival. From 
their talk, however, they were not at all pleased with 
the coming of the vessel. In addition to paying for 
the tea they would also be forced to pay a tax which 
the king of England i)laced on everything used by 
the people in the colonies. The people of Philadel- 
phia and of all the other colonies in America had no 
say in the making of the laws, and for that reason 
refused to obey the laws which they thought unjust. 
If England insisted on sending tea to Philadelphia 
the peoi)le tln'catciicd to ])itch it into the Delaware 
River. 

(Jolonel William IJradl'ord, one of the leaders in 
Philadelphia at that time, led the peoi:)le in their 
fight against the tax. He believed that the tea should 

84 



THE PHILADELPHIA TEA PARTY 81 

not be landed in the city, but he felt that othei' 
methods should be used than throwing it overboard. 
He called a meeting of the people, and a committee 
was appointed to take steps to prevent the landing 
of the tea. Several of the members of the committee 
visited Abel James, the merchant in Philadelphia to 
whom the tea was being sent. They explained the 
case to him and pointed out that he could do either o1: 
two things. He could refuse to accept the tea when 
it arrived, or he could accept it and run the risk oi; 
being tarred and feathered by the people of the city. 
James agreed not to receive the tea, and promised 
that it would not be landed. 

In order that all the colonists w^ould work to- 
gether in fighting against the payment of the tea tax, 
Colonel Bradford and his committee w^rote to all the 
other towns along the Atlantic coast. He told them 
of what Philadelphia had done and hoped to do, and 
asked their help in keeping tea that was taxed from 
being landed at any port in the colonies. 

The Philadelphia committee knew that all sliii)B 
coming to that city would be seen first by the pilots? 
at the entrance to Delaware Bay. A letter was writ- 
ten to the pilots telling them to watch for the tea 
ship. The names of the ship and captain had been 
learned from Abel James, so another letter was sent 
to the captain with the one to the pilots. This was t(i 
be given to the captain by the pilot who boarded the 



86 FAMOUS AMERICANS 

vessel. Botli letters explained very clearly what the 
people of Philadelphia thought about the coming of 
the tea, and what would happen to those who did not 
obey the wishes of the people. 

The letter directed to Captain Ayres, who had 
charge of the tea ship, informed him of the feelings 
of the people of Philadelphia, and stated that the 
arrival of his vessel would bring him into hot water. 
If he insisted upon coming to Philadelphia with his 
vessel he would find burning rafts floating about it, 
and tar and feathers waiting for him. The people 
had made up their minds that they were going to 
enjoy liberty, and could only do so by preventing the 
arrival of goods that were taxed without their 
consent. 

Everything possible had been done and the people 
daily expected the arrival of the Polly. Their anger 
and hatred grew as the days passed. On December 
twenty-fifth, the excitement of the people grew still 
greater when a messenger arrived and stated that the 
tea shii3 had arrived at Chester and was on the wa}^ 
up the river to Philadelphia. The people wanted to 
wait until the vessel dropped anchor in the harbor. 
Then they planned to board it and pitch the tea 
overboard. Colonel Bradford called the committee 
together. It was decided that Captain Ayers should 
be given the chance to turn about and sail home. 
However, force was to be used to prevent the tea 



THE PHILADELPHIA TEA PARTY 87 

from being landed if that became necessary. The 
committee started down the river to meet Captain 
Ayres and explain the matter to him. They met the 
Polly and her captain, and suggested that he go with 
them to Philadelphia. There they could talk the 
matter over fully, and at the same time he could see 
the stir and excitement his visit was causing. 

After Captain Ayres arrived in Philadelphia and 
talked with Abel James, he decided not to attempt to 
land his cargo of tea. The captain agreed that if the 
people stated their wishes publicly he would do as 
they ordered. Upon an hour's notice a meeting was 
called at the State House. The building was not big 
enough to hold all the people so the meeting was held 
in the square outside. There the people showed 
clearly that it was their wish that the Polly leave the 
harbor at once, and carry the tea back to England. 
Having learned that the tea was not wanted, and 
knowing what the I'esults would be if he tried to 
unload it, Captain Ayres returned to his ship and on 
the next day, just forty-six hours after he arrived, 
he started on the return trip to England. The tea 
party was over, but the tea had not been served. 

SUGGESTIONS 

In dramatizing" tliis lesson suitable conversational material 
for tlie leading eharaeters may be prepared during the Englisli 
period. The action will develop in the following manner. Two 
citizens meet at a street corner. One tells the other of the 



88 FAMOUS AMERICANS 

expected arrival of a tea ship. Bradford joins the couple and 
is told the news. He outlines the plan to see the merchants to 
Avhom the tea has been sent. The merchants are interviewed. 
A committee is appointed to write to the Delaware pilots. The 
letter is sent by special messenger. Time passes. Crowds gather 
and talk about what they will do when the ship arrives. Brad- 
ford counsels patience. A messenger arrives from Chester with 
the news that the tea ship is coming up the river. The com- 
mittee is called together. The decision is reached to row out to 
the ship, see the captain, and tell him of the temper of the 
people. Captain Ayres and the committee arrive in the city. 
The people are respectful, but firm. A town meeting is called. 
Every one attends. Captain Ayres decides to sail away. The 
tea party is over. 

QUESTIONS 

1. Why did the people object to paying a tax on tea? 
• 2. Why was the tea being sent to Philadelphia ? 
.'^. Who was the leader of the people? What did he do? 

4. If you had been in Philadelphia at that time, what would 
you have done? Why? 

5. What did the Boston people do? 

G. How was the captain of the ship informed of the temper of 
the people? 

7. What did they threaten to do with the tea? Why? 

8. Did the people of Philadelphia treat Captain Ayres as he 
should have been treated? Wliy? 

9. Why was tlic meeting called at the State House? 

10. Why did Captain Ayi'cs agree lo sail away? Was he 
afraid? Why? 

REFERENCES 

Oberholtzer: Philadelphia, A History of the Citij and 
Its People. Vol. 1, pp. 223-225. 



THE PHILADELPHIA TEA PARTY 89 

Repplier: Philadelphia, the Place and the People, 
pp. 181-183. 

Stone: "How the Landino: of Tea Was Opposed in Phila- 
delphia by Colonel William Bradford and Others 
in 1773." {Pennsylvania Magazine of Ilistori/ and 
Biography, 1801, Vol. XV, No. 4, pp. 385-393.) 

Watson : Annals of Philadelphia, Vol. 2, p. 272. 

Young : Memorial History of Philadelphia, Vol. 1, p. 313. 



CHAPTER VIII 

JOHN PAUL JONES 

Born : Arbigland, Scotland, July 6, 1747. 
Died: Paris, France, September 12, 1792. 

John Paul was the son of a Scottish gardener. 
He was born within sight of salt water. When he 
was a small boy he played along the shore and 
watched the countless' sailing vessels as they passed 
in and out of the harbor. Even before he was a man 
he sailed away from Scotland, and for more than 
thirty years his home was on the ocean. He won 
fame as a great sea fighter while an admiral in the 
American Navy, during the Revolutionary War. 

When John Paul was a lad of twelve he shipped 
on a sailing vessel named the Fyicndsliip. This boat 
carried him across the Atlantic Ocean, up the Chesa- 
peake Bay and the Rappahannock River, to Freder- 
icksburg, Virginia, where his older brother owned a 
plantation. He remained there for a time and Avent 
to the school attended ])y George Washington a few 
years before. 

Soon he returned to Scotland and shi})ped on a 
"slaver," a l)oat used to carry negroes from Africa 
to the American cohmies. He could not l)ear to see 

90 



JOHN PAUL JONES 91 

the slaves bought and sold, and sometimes mis- 
treated. When the ship reached Virginia John Paul 
left the vessel. 

He remained in Virginia for a time and then took 
passage on a ship returning to Scotland. During 
the voyage the captain and mate died of yellow 
fever. John Paul had been an officer on board the 
slave ship, so he took command of the vessel and 
brought her safely into port. Her owners rewarded 
him by making him captain of the ship. Although 
he was only twenty-one years old he made two suc- 
cessful voyages to the West Indies in command of 
the vessel. 

After the death of his brother in Virginia, John 
Paul returned to that colony and invested his money 
in lands. During a visit to North Carolina he became 
acquainted with the family of a well-known lawyer 
and plantation owner, the famous Willie Jones. His 
liking for his man caused John Paul to add "Jones" 
to his own name. Ever afterward he signed his name 
"John Paul Jones." 

John Paul Jones was not heard of from this time 
until the Revolutionary War. Very likely his time 
was spent on his Virginia plantations, or in making 
trading trips to the West Indies. When the Second 
Continental Congress decided to fight the English 
upon the seas Jones was appointed a lieutenant in 
the new American Navy. 



92 FAMOUS AMERICANS 




Photo from Underwood and Underwood. 

Jolin Paul Jones 



JOHN PAUL J0NE8 93 

On a bright, cold, winter morning John Panl 
Jones and Commodore Hopkins, the commander of 
the little American fleet, were rowed out to the flag- 
ship, the Alfred, which lay at anchor in the Delaware 
River opposite Philadelphia. Lieutenant Jones 
hoisted a yellow silk flag which bore a rattlesnake 
about to strike, surrounded by the words, "Don't 
tread on me." The crowds which lined the shore 
cheered wildly as they read the words. 

The ice-filled river held the boats for two months. 
Then they pulled up their anchors and sailed for the 
Bahama Islands, where they planned to capture the 
powder stored there by the English. The attempt 
failed because the enemy learned of the plot. The 
raiders, however, succeeded in capturing a few can- 
nons, which could not be easily removed. On the 
way back two English vessels loaded with powder and 
arms were taken. 

Jones was made a captain as a reward for the 
bravery and skill he showed during the cruise. He 
sailed up and down the eastern coast of North 
America from Newfoundland to the West Indies, 
capturing many English ships which were loaded 
with powder, guns and clothing. 

There was a large fishing village near the Grand 
Banks of Newfoundland whose men were supplying 
the English war-vesseis with quantities of food. 
Jones made a daring attack on the fishing fleet. 



94 FAMOUS AMERICANS 

After caiDturing it lie loaded the fish on the best ships 
and returned with his prizes. This feat made him 
the hero of the hour in America. 

During a cruise near Nova Scotia, Jones captured 
an English ship which was loaded with one hundred 
and fifty soldiers, many guns and military supplies, 
and ten thousand suits of winter clothing. The cloth- 
ing was especially welcomed by the men in Washing- 
ton's ragged army. 

Later Jones found a fleet of merchant ships under 
the protection of two English frigates. While sur- 
rounded by a thick fog he captured three of the ships, 
which were loaded with coal. He narrowly escaped 
capture himself while bringing his prizes into port. 
The great number of valuable prizes brought into 
port by the daring little captain caused Congress to 
decide to send John Paul Jones with a ship to cruise 
in European waters. He sailed in 1777 in command 
of the Ranger. 

Landing in France, he hurried to Paris to see our 
representative, Benjamin Franklin. He told Frank- 
lin of the surrender of the English Arm}^ under Gen- 
eral Burgoyne. The colonists had shown their abil- 
ities as soldiers, and Jones had made our navy a thing 
to be feared by the English. France pledged her aid 
to America, and to show her friendship for the infant 
republic across the Atlantic, the guns of the French 
fleet saluted the stars and stripes flying at the mast 



JOHN PAUL JONES 95 

head of Jones' ship. This was the first time the 
American flag was saluted by a foreign nati(^n. 

Jones cruised in the English Chamiel and cap- 
tured many ships. At the port of AVhitehaven, in 
England, he raided the shipping and terrorized the 
people. Soon after this he returned to France, and 
with the aid of Franklin secured a vessel which he 
named the Bon Homme Bi chard in honor of the 
author of Poor Bicliard's Almanac. AYhen he w^as 
given command of the vessel, he said, "I do not wish 
to have command of any ship that does not sail fast, 
for I intend to go in harm's way!" 

With this vessel Jones sailed around Ireland and 
Scotland, continually taking prizes. AVhile in the 
North Sea, off Scarborough, England, on September 
23, 1779, he met the English frigate, Sera pis, which 
was guarding a fleet of merchant ships. The Serapis 
was a larger vessel than the Bon Homme BicJiard. It 
had more men and guns. Jones attacked it, and the 
most brilliant sea battle the world ever has seen was 
fought dui'ing the next few hours. 

Slowly the boats shifted to secure better i)ositions. 
Broadside after broadside was fired by each. Two 
guns exploded in the Bon Homme Richard, killing 
several men and tearing up the decks. The sails on 
the two shi])S were torn to shreds and the masts were 
splintered. Soon the two sliii)S di-ifted until they 
touched. Immediately Jones and his men sj^i-ang 



96 



FAMOLUS AMEKICANS 



forward aud began lashing them together. From 
this time the fighting was hand-to-hand. Men tried 
to board the opposing ship. Others swarmed up the 
rigging, and fought in the cross-trees. Hand bombs 
were thrown from one ship to the other. The decks 
(m both ships were covered with the dying and. 
wounded. The air was filled with the shouts of the 
men and the noise of the guns. Jones, pacing the 




Engagement between the Bon Homme Richard and the Scrapie 

deck, commanded and encouraged. The English 
prisoners taken from previous prize ships bi'oke from 
the hold and rushed upon the deck, shouting, ''The 
boat is sinking!" Aided by his officers, Jones drove 
the pris(mers back and made them work the pumps. 

The fighting on the deck and in the cross-trees of 
the vessels continued. During a hdl in the noise, the 



JOHN PAUL JONES 



97 



captain of the Sera pis shouted to Jones, "Have you 
struck?" Jones replied, in a voice that was lieard 
by every man, ' ' 1 have not yet begun to fight ! ' ' Soon 
after this a hand bomb thrown from the rigging 
of the Bon Homme Eichard exploded a barrel of 




I'hotu iiuiu Und-rwuoU ami L'lultTWuud. 

Building in Paris under Which Body of John Paul Jones Was Found 

powder on board the English vessel. The captain of 
the Serapis surrendered. Jones removed his men and 
prisoners from the Bon Homme Biehard, which was 
sinking, and took charge of his prize. 

Jones sailed for Holland with the S('r((/)is. The 



98 FAMOUS AMERICANS 

king of France heard of his victory and sent for him. 
When he arrived in Paris he was given a handsome 
gold sword, and made a member of the Order of 
Merit. Upon the I'etnrn of John Paul Jones to 
America, Congress commended him for his bravery 
and made him prize-agent in France. 

After the Revolution Jones lived in France. The 
Russian ambassador to France knew of his i*ecord 
as a fighter and offered him a position as rear- 
admiral in the Russian Navy. After an adventurous 
trip he landed at Petrograd, the capital of Russia. 
There he was received by Catherine, the queen of 
that country. Catherine knew of his bravery and 
placed him in command of the Black Sea Fleet with 
which she hoped to defeat the Turks and capture 
Constantinople. Jones remained in Russia for sev- 
eral years, and finally fell into disfavor. Then he 
returned to Paris where he died at the age of 
forty-five. 

John Paul Jones was buried in a leaden casket 
in a little cemetery in Paris. Soon his grave was 
forgotten and houses were built over the tiny plot of 
ground. About the year 1900, our ambassador to 
France, General Horace Porter, began a search foi' 
the grave of the first admiral in the American Navy. 
The hunt contimied for six years. During that time 
several tunnels were dug in the part of the city where 
John Paul ffones was known to liavc Ix'cn l)U]'ie(l. 



JOHN PAUL JONES 99 

Filially tlic leaden casket coiitaiiiiui;' his Ixxly was 
found. 

The casket was removed by a party of American 
marines and French sailors, and sent to a seaport 
where a United States war-ship was waiting in the 
harbor. The fhig-draped casket was placed aboard 
tlie vessel while the guns along the shore and the 
ships of the French fleet fired a salute. The Ameri- 
can w^ar-vessel steamed across the Atlantic Ocean 
and up the Chesapeake Bay to Annapolis, Maryland, 
where the United States Naval Academy is located. 
To-day the remains of John Paul Jones are resting 
in a ])eautiful chapel on the grounds of the school. 

SUGGESTIONS 

Resourcefulness and a sense of responsibihty should be 
developed in the children. The story of the life of Jones should 
be presented vividly by the teacher. Assign the account in the 
book for home reading and during the following history period 
liave a text-book studied lesson. Prepare a set of questions 
whose answei'S are contained or implied in the text. Write 
tliese questions on the blackboard and allow the children a study 
period of fifteen minutes in which to find the answers. When 
tlie books are closed draw the pertinent facts from the children 
l)y means of a rapid oral drill based upon the questions written 
on the board. Use additional questions that will draw out sup- 
]ilenu'ntary information. After that, have the entire account 
of the life of Jones related by several of the pupils. Stress tlie 
dramatic side of the battle between the Bon Homme RicJiard 
and the Serapis and emphasize the value of the services ren- 
dered by Jones to the colonies. 



100 FAMOUS AMERICANS 

QUESTIONS 

1. AVhy did John Paul add "Jones" to his name? 

2. Why did he become a sailor? 

3. Does a man's boyhood have any influence on his later life? 
Why? 

4. Did -wo have a navy during the Revolutionary War? If 
so, what did it do? 

5. Why did Jones raid the fishing fleet on the Newfound- 
land coast ? 

6. Why did Congress decide to allow Jones to cruise in 

European waters? 

7. What foreign country was the first to salute the American 
flag? 

8. What is an admiral ? What does he do ? 

0. Can you trace on the map the scenes of Jones' victories? 
10. Why do you think Jones joined the Russian Navy? 

REFERENCES 

Brady: Commodore Paul Jones. 

DeKoven : The Life and Letters of John Pant Jones. 

Seawell : Tivelve Naval Captains. 

Stewart: "John Paul Jones Commemoration at Annapo- 
lis," April 24, 1906. i59th Congress, First Ses- 
sion. House Doc. No. 804.) 

Tapi)an : American Hero Stories. 



CHAPTER IX 

GEORGE ROGERS CLARK 

Born : Virginia, November 19, 1752. 
Died: Kentucky, February 13, 1818. 

The country west of the Alleghany Mountains 
contained few settlers before the Revolution. The 
people who did venture into that wild and unsettled 
region found themselves surrounded by many dan- 
gers. The Indians were their greatest enemies, i^t 
any time the settlers might be surprised and killed 
by a band of roving savages. Notwithstanding the 
dangers, the settlers remained and defended them- 
selves. The one man who was most noted for his skill 
in fighting the Indians was George Rogers Clark. 
He was born in Virginia and knew the life of the 
pioneer and Indian fighter. Like Washington, he 
was a surveyor. His work took him through all of 
what is now Kentucky, Ohio, Indiana and Illinois. 
During his travels he learned of the murdering of 
the women and children by the Indians. In 1775 he 
moved to Kentucky. He called a meeting of the 
people for the purpose of forming a government. 
They sent him to Virginia to get the assistance of that 

101 



302 FAMOUS AMERICANS 

state. A^irjT^inia offered to ])rotect Kentucky and to 
help in fighting the Indians. 

At the outbreak of the Revohitionaiy War the 
English held forts at Kaskaskia, Detroit and Vin- 
cennes. The Indians were being offered ammunition 
and money l)y the English in return for the scali)s of 
the settlers in that region. Massacres were becom- 
ing more and more frequent, and the English, with 
the help of the Indians, were destroying the 
settlements. 

Geoi'ge Rogers Clark knew that the only way to 
stop the Indians from continuing their murders was 
to attack the forts from which they secured their 
help. He went to Virginia and asked permission of 
Patrick Henry and Thomas Jefferson to form a regi- 
ment of soldiers to seize the forts. Patrick Henry, 
who was governor of Virginia at that time, gave his 
consent to the plan. He was not ready to offer men 
01' money at that time. Clark immediately recrossed 
the moiuitains to Kentuck}^ organized a party of one 
hundred and fifty men, and began his journey. They 
left the Falls of the Ohio, which are opposite Louis- 
ville, Kentucky, on June 28, 1778, and went down the 
river to a place called Fort Massacre, in what is now 
Illinois. There they left their boats and marched 
with blankets and ])rovisions on their backs, across 
country to Kaskaskia, a distance of one hundred and 
thirtv miles. 



GEORGE ROGERS CLARK 



103 



The village of Kaskaskia was on one side of a 
river, and the English fort was opposite. After 
days of marching over rough roads, across prairies 
and thi'ough mai'shes and swamps, the men arrived 
at Kaskaskia on the evening of the fourth of July. 
Clark divided his little band into two groups. One 




The Kind of Fort Used by Our Forefathers 

he sent to take possession of the town; the other 
crossed to the fort, entered by an unguarded gate- 
way, and captured the place before the soldiers knew 
that an enemy was near. The people in the town, 
who were nearly all French, were easily won over to 



104 FAMOUS AMERICANS 

the American cause. When they learned that the 
French Government had decided to help the colon- 
ists, they were eager to help Clark. Many of the 
French enlisted in his regiment. 

Sixty miles up the river was another French 
trading post, Cahokia. Clark at once sent a small 
body of his troops to the town which surrendered 
without firing a gun. 

The number of men at Kaskaskia was too small 
to undertake an attack on Vincennes. While tiying 
to decide what he should do, Clark was visited by a 
French priest, who wished to thank him for his kind 
treatment of the people of the town. Learning of 
Clark's difficulty, he offered to go to Vincennes and 
, use his influence with the people there to persuade 
them to take sides with the Americans. Accompanied 
by a few men and Captain Helm, who was a member 
of Clark's company, the priest went to Vincennes. 
He found that the commander had gone to Detroit 
and had left the post in the hands of the French in- 
habitants. They were easily persuaded to haul down 
the English flag and hoist the American colors over 
the fort. 

Clark was greatly pleased when the priest re- 
turned and informed him of his success. His pleas- 
ure was short-lived, however. Some of his scouts 
returned and informed him that Governor Hamilton, 
the English commander, had come down from l)e- 



GEORGE ROGERS CLARK 105 

troit and recaptured Vincennes. Captain Helm and 
one soldier were in the fort at the time. Hearing of 
the approach of the English, the captain placed a 
loaded cannon at the gate of the fort. He stood be- 
side it with a lighted torch, ready to plunge it into 
the powder. When the enemy was within hailing 
distance he shouted, ''Halt!" The governor de- 
manded the surrender of the fort, but Captain Helm 
refused to give up his position until he knew the 
terms. Being promised the honors of war he sur- 
rendered with his entire force — one man. 

It was Governor Hamilton's intention to send a 
large force of Indians and soldiers to capture Clark 
and his men. Clark decided that instead of waiting 
for Hamilton to come to him, he would go to Hamil- 
ton. He proposed to march across the country in 
the dead of winter and surprise Vincennes. The 
English never dreamed that an enemy could cross a 
country that was nearly all swamp. Over one liiui- 
dred and fifty miles lay between Clark and Vin- 
cennes, but he and his men set off with their blankets, 
provisions and guns strapped on their backs. To 
assist them when they arrived at the fort they built 
a boat and loaded it with six cannons. The boat was 
to go down the Kaskaskia and Mississippi Rivers to 
the Ohio and Wabash and meet Clark and his men 
near Vincennes. 

Clark started on the fifth of Februarv, 1779, and 



J 06 FAMOUS AMERICANS 

for days he and his men marelied throiigli s\vann)s 
and woods. Often they were forced to wade throngh 
water with floating ice in it. After a long day's 
march the chilled and numl)ed men would pick out a 
high spot and roll and tunil)le about to get warm. 
Then they would roll themselves in their blankets 
and sleep. To make mattei's worse, their food gave 
out. They could not go gunning for food for fear of 
making their presence known to the English. The 
spirits of some of the men began to weaken. They 
were tired and worn out with marching and wading 
through icy streams where they had to hold their 
guns and blankets over their heads to keep them dry. 
Their leader knew there could be no backing down or 
backing out. To encourage his men as they were 
about to enter an icy stream, Clark placed the drum- 
mer boy on the shoulders of a tall sergeant. The 
boy began to beat the '^Charge!" Clark shouted, 
"Forward!" and plunged into the water, closely fol- 
lowed by the sergeant. The men laughed, caught the 
spirit of their leader, and plunged after him. 

At last, after many hardships, the party came 
within sight of the town. A young Frenchman, who 
had been out shooting ducks, was captured by Clark's 
men. He was questioned closely about the number of 
soldiers and Indians at the fort. I^ater he was sent 
into the town with a note announcing the arrival of 
Clark and his men. All who wished to l)e fi'iendly 



GEORGE ROGERS CLARK 



107 



were warned to remain quietly in their homes. Tlie 
others shoukl at once enter the fort and help to 
defend it. 

The p(M)ple remained 
({uietly in their homes. 
Clark entered the town 
and began preparations 
for attacking the fort. 
He threw up a trench o]^- 
posite the gate of the fort 
and began a lively fire on 
the enemy. Not knowing 
the size of the attacking 
party, and having no hope 
of assistance, General 
Hamilton surrendered. 
The officers were sent to 
Virginia in chains as a 
punishment for aiding the 
Indians in killing the set- 
lers in the valley. 

One more fort re- 
mained in the hands of 
the English. That was 
Detroit. Clark wished to 
march upon that place, 
enough men. When the treaty of peace was being 
signed at the close of the Revolution in 178?), tho 




"•^ 



Statue of George Rogers Clark 

but could not secui'e 



108 FAMOUS AMERICANS 

Americans claimed all the land cast of the Mis- 
sissippi. George Rogers Clark had taken possession 
of it and had held it against the English. 

Virginia made Clark a brigadier-general in honor 
of his great service to that state and to the conntry. 
H(> was also i)resented with a sword. Twenty years 
later his younger brother, William Clark, was to wdn 
fame as an explorer when he and Captain Lewis 
were sent by Jefferson to ex^jlore the lands west of 
the Mississippi. 

SITOGKSTIONS 

Cxcorge Rogers Clark was a sturdy pioneer and an able 
leader of men. He had the ability to inspire loyalty and enthu- 
siasm in his followers. The story of his life should be told by 
the teacher. Many interesting details concerning Clark have, 
no doubt, never been recorded. The many episodes in the strug- 
gles for Vincennes and Kaskaskia read like fiction and 
sufficient material exists to make this account realistic and 
interesting. Strive to ])ortray a leader that the children would 
want to follow. Give them the opportunity to ask questions 
and measure the success of the lesson by the number of intelli- 
gent comments that it arouses. The locations of the towns men- 
tioned and the route of Clark's march should be indicated on a 
wall map or a quickly drawn blackboard sketch. Do not neglect 
the larger significance of Clark's work. It was due mainly to 
his efforts that the Ohio territory was added to the United 
States at the close of the Revolution. 



GEORGE ROGERS CLARK 109 

QUESTIONS 

1. Why did Clark fight against the Indians! 

2. What kind of men do you think were in Clark's company? 

3. What people from a foreign country helped us during the 
Revolution? Why did they help? 

4. What example did Clark set his men? 

5. What do you like about Clark and his soldiers? 

6. Where did Clark and his men fight their battles? Can 
you point out the places on the map? 

7. Why did the English want to hold the Ohio Valley? 

8. Why did the Indians help the English? 

9. Were the men under Clark as brave as tliose inider Wasli- 
ington ? Why ? 

10. Of what value was Clark's work to the United .States? 

REFERENCES 

Lodge and Roosevelt: Hero Talcs from American 

History. 
McMurry : Pioneers of the Mississippi Valley. 
Perry and Beebe : Four American Pioneers. . 
Tappan : American Hero Stories. 

Thwaites : How George Rogers Clark Won the North 
West. 



CHAPTER X 

ROBERT MORRIS 

Born : Liverpool, Engiaiul, January 31, 1734. 
Died : Philadelphia, Pennsylvania, May 8, 1806. 

One of the greatest difficulties that Congress had 
to face during the Revolution was the raising of 
money to carry on the war. Robert ]\Iorris lieli)ed 
to solve this difficulty. He was brought to America 
when he was fourteen years of age by his father. 
In Philadelphia he worked for a merchant named 
A¥illing. The story is told that Morris was sent on 
several voyages to the West India Islands by his 
employer. During one of the trips his vessel was 
captured by the French who were at war with Eng- 
land at that time. The ship was sold and Morris was 
left without funds. One day he heard that a French 
officer had broken his watch so the young man of- 
fered to repair the time-piece if he would be given 
passage on the next homeward-bound trader. As it 
would be several months before the Frenchman would 
return to his own country he gladly grasped the 
chance to have the watch fixed. Morris took it 
apart, found the broken spring, repaired it and was 

310 



ROBERT MORRIS 111 

allowed to return home. When only twenty-one 
years old he became a partner with Willing-, and in 
time gathered together a large fortune for himself. 

Morris was one of the committee of citizens who 
forced the stamp distributor of Pennsylvania to stop 
the selling of stamps. He became a member of the 
Second Continental Congress and served on several 
important committees. One of his duties was to im- 
port arms and ammunition for the use of the army. 
When the Declaration of Independence was proposed 
in July, 1776, Morris voted against it, but signed it 
the following month. 

In December of the same year the English gen- 
eral. Lord Howe, attempted to march across New 
Jersey from New York and capture Philadelphia. 
He did not succeed in reaching Philadelphia, at that 
time. Nevertheless, most of the members of Con- 
gress fled to Baltimore when they learned that the 
English Army was coming. Morris remained behind 
and carried on the work of the members. He pre- 
pared the ships for sea, sent money to Washington, 
and received and sent supplies to the army. It was 
at this time that the battle of Trenton took place. 
Morris was the only member of Congress upon whom 
Washington could rely for support. The following 
year, when Philadelphia was captured and Washing- 
ton went to Valley Forge, the entire Congress moved 
to York, Pennsylvania. 



n2 FAMOUS AMEHICANS 

The committee whicli had taken care of the 
finances of the country was discharged, and a single 
officer chosen to manage the treasury with the title, 
"Superintendent of Finance." Robert Morris was 
elected to this position in 1781. His plan of raising 
money was to tax all goods brought into the country, 
to cut down expenses, and to secure loans from 
France. He had poor success in collecting taxes. 
The people declared that they were fighting England 
because that country had placed taxes on their goods. 
They did not intend to be taxed by their own people. 
It was next to impossible to lower expenses, since the 
armies lived on almost nothing. Morris could de- 
pend only on the good will of France, and here he 
sticceeded, greatly through the aid of Franklin, in 
securing large sums of money. 

Congress began to issue paper money in payment 
of its debts. At first this money was accepted for 
the amount which it called for, but as Congress con- 
tinued to make greater quantities of it the value fell 
until the money was "not worth a Continental." 
Morris objected to the printing of so much paper 
and desired that each state should give its share of 
gold and silvei* money to carry on the war. About 
this time Washington was planning to march against 
Cornwall is in Virginia. Large sums were needed for 
food and salaries. IMorris undertook to raise the re- 
quired money, loaning some from his own pocket. 



ROBERT MORRIS 



113 



He wrote letters to the governors of the different 
states asking them to provide funds. Only one gov- 
ernor, Trumball of Connecticut, responded by obtain- 
ing the required money and sending it to Morris. 

A few persons made loans to the United States 
which were to be paid back at the end of six months. 
This, Congress was un- 
able to do. In 1781, 
when France sent a large 
sum of minted money 
over, Morris planned to 
hold it and issue paper 
notes in its place. Tlie 
people had no confidence 
in the Bank of North 
America, which was es- 
tablished in Philadel- 
phia to carry out tliis 
plan. They refused to 

accept the paper notes, ^'^st United States Capitol 

being afraid that Congress would not exchange 
them for gold or silver. Becoming discouraged the 
financier resigned his position. Later he was in- 
duced to undertake the task again as there was no 
one else fitted for the office. 

When the Constitutional Convention met in 1787, 
Franklin and Morris represented Pennsylvania. 




114 FAMOUS AMERICANS 

The latter took very little part in the work of the 
convention. As soon as Washington had been elected 
president, he offered Morris the i)osition of secre- 
taiy of the treasmy. He declined the office and 
recommended Alexander Hamilton. Robert Morris 
was one of the first senators from Pennsylvania, 
serving for six years. He was strongly in favor of 
the Federal Government paying all the state debts. 
He also urged a federal system of taxation, rather 
than taxation by states. 

When the Revolution was won and the treaty of 
peace with England had been signed, Robert Morris 
felt sure that a time of great prosperity for the en- 
tire country had arrived. He liought thousands of 
acres of land which he hoped to sell later at a large 
profit. All of his ready money was invested and 
soon he found himself without cash. The taxes that 
he had to X)ay on his real estate were heavy and he 
tried to borrow money. Interest rates were high and 
lenders were few. Some of his property was sold 
because the taxes were not paid. Other bills became 
due and he was unable to meet them. In those days 
when a man could not pay his debt he was put into 
prison. Robert iMorris tried in vain to regain the 
fortune he had lost. His splendid home in Phila- 
delphia was seized and lie was put in the Debtor's 
Prison. There the Financier of the Revolution re- 
mained for three years and six months. During that 



ROBERT MORRIS 115 

time George Washington visited him, but he could 
not secure the release of the prisoner. Finally he 
was set free and a few years later he died in poverty. 
Robert Morris was born a poor boy and rose to be 
perhaps the wealthiest man in the colonies at one 
time. His wisdom concerning money matters helped 
to win the War of Independence, and he had the re- 
spect of the leaders of his age. Just as Washington 
will always be remembered as the "Father of His 
Country," Robert Morris earned for himself the 
title of "Financier of the Revolution." 

SUGGESTIONS 

War always means the expenditure of vast sums of money 
for ammunition, food and clothing. The colonists did not have 
a well filled treasury upon which to draw as they fought the 
Revolutionary War. Washington's soldiers had to be fed and 
clothed and the country was without funds. Franklin was 
sent to the Court of France to enlist the aid of that nation and 
to negotiate a loan. At home Robert Morris was urging the 
governors of the different states to collect money for the defense 
of the country. He met with little success. The move to raise 
funds by taxation was bitterly opposed. The people lost faith 
in the paper money that was issued and the country was on the 
verge of bankruptcy when the French came to our aid. The 
success of the Revolution was due, in part, to the financial abil- 
ity of Robert Morris. This account should be presented in story 
form and then followed by a text-book studied lesson. The 
great work of Morris should be compared with that of other 
prominent men of the period. This is an admirable opportunity 



116 FAMOUS AMP]RirAXS 

to point out the value of the work that is done "behind the 
lines." 

QUESTIONS 

1. AVhy (lid Wasliington have to have money and supplies? 

2. How did Robert Moi'i'is pi'ove that he was brave? 

3. Suppose Ave had lost the Revolutionary War, Avonld bor- 
rowed money have been returned? Wliy? 

4. AVliy did the people object to paying- taxes? 

5. AVhat does "not worth a Continental" mean? 

6. Did our country ever repay Morris for what he did? If 
so, how? 

7. Was Morris a great man? Why? 

8. AVliy Avere people afraid to accept the paper money that 
Congress issued during the RcA^olution? 

9. Are people afraid to take paper money to-day? Why? 
10. Were the people afraid to loan money to the government 

during the World War? Why? 

REFERENCES 

Brooks : Historic Americans. 

Lefferts: Noted Pennsijlvanians. 

Oberholtzer: Robert Morris; Patriot and Financier. 

Rhoades: The Story of Philadelphia. 

Sparks: 3Ien Who Made the Nation. 



CHAPTER XI 



ANTHONY WAYNE 



Born : Eastown, Pennsylvania, January 1, 1745. 
Died : Erie, Pennsylvania, December 15, 1796. 

On New Year's Day, 1745, Anthony Wayne was 
born in a little town a few miles from Philadelphia. 
He proved to be a valnable New Year's present to 
the country. To him is due much of the credit for 
the success of the American forces during the Revol- 
ution. During the early days of his life he heard 
many tales of the fighting that was going on between 
the English and French. He and the other boys in 
the neighborhood made up their armies and fought 
many sham battles. Later in life, when Wayne was 
a major-general in the Continental Army, many of 
his boyhood playmates followed him as he led them 
against an armed foe. 

AYhen Wayne was eighteen years old he left 
school. For a time he practised surveying. He made 
a visit to Philadeli)hia where he met Benjamin 
Franklin who wanted a surveyor to go to Nova 
Scotia with a party of settlers. Young Wayne was 
offered the position. He accepted, went to Nova 

117 



118 FAMOUS AIMERICANS 

Scotia, and stayed there for three years. Soon after 
liis return he married and settled on a farm neai* his 
))irth])hice. He also built a tannery which kept him 
l)usy when he did not have to work on the farm. 

Like most of the other colonies, Pennsylvania 
formed a Committee of Safety to oppose all of Eng- 
land's acts against the colonies. Wayne was a mem- 
])er of the committee, which met in Philadelx^hia. 
When the tea ship PoUfj arrived in the Delaware 
River, Wayne was active in preventing Captain 
Ayres from landing his cargo. When war was de- 
clared against England, Wayne was made colonel of 
a Pennsylvania regiment of soldiers. He was sent 
to Canada to take part in the attack on Quebec, but 
arrived there too late to be of service. He was given 
a chance to show his ability as a leader sooner than 
he expected. At the head of a small body of men he 
battled against a large force of English on the edge 
of a swamp at a place called Three Rivers. Although 
forced to retreat, lie showed that he knew how to 
command his troops. 

Wayne was next placed in charge of Fort Ticon- 
deroga on Lake Champlain. There he and his men 
spent the winter. He constantly urged Congress to 
supply new guns, bayonets, powder, l)ull('ts, clothing 
and food for his men. Although very strict and firm, 
Ins men loved and respected him. 

Later AVayne joined Washington who was at 



ANTHONY WAYNE 119 

Morristown in northern New Jersey. The English 
wanted to capture the "rebel capital" at Philadel- 
phia. They j^lanned to sail down the coast from New 
York, up the Chesapeake Bay, and march overland 
to the city. Washington met Lord Howe, the British 
commander, at Brandywine, just below Philadelphia. 
Wayne was sent to Chadd's Ford to prevent the 
English from crossing the river at that point. AVayne 
held the ford until the rest of the American Army 
withdrew from the field. Although forced to re- 
treat, the Americans were still cheerful. Washing- 
ton went to Philadelphia, and Wayne, with his men, 
was sent to annoy the rear of the English Army. 

While encamped near Paoli, Pennsylvania, 
Wayne and his men were betrayed by a Tory and 
attacked by a large body of troops. Many of his 
men were massacred while they slept; others were 
cut down as they tried to defend themselves. Wayne 
tried to rally his men and succeeded in saving many. 
He was later accused of neglect of duty and court- 
martialed. It was decided that he was not guilty and 
that he had done everything that could be expected 
of a brave officer. 

After the massacre of Paoli, Wayne and his 
forces rejoined Washington. The two armies then 
prepared to meet the English at Germantown, 
There, when victory was within the grasp of the 
Americans, they became confused in the thick fog. 



120 FAMOUS AMERICANS 

Some started to retreat. Others fired on their 
friends whose forms they could dimly see thvoush 
the mist. Wayne I'ode from one point to another 
trying to rally his men. They Ijecame panic-stricken 
and continued to retreat. The English snatched vic- 
tory from defeat and marched into Philadelphia. 

After the battle of Germantown, Wayne with- 
drew with Washington to Valley Forge where the 
Continental Army spent the winter. The officers 
constantly wi'ote to Congress to supply them with 
food and clothing for the men. Many were without 
coats and shoes and had to borrow from one another 
when on guard duty. Those not on duty huddled 
over the camp-fires to keep warm. In order to se- 
cure food Wayne was given command of the foraging 
parties. He and his men i'(^amed over the counti-y in 
search of sup^^lies, and often attacked the English 
troojjs and brought back food and clothing for the 
starving and shivering Americans. 

Lord Howe was replaced b}^ Sir Henry Clinton 
who decided to leave Philadelphia and return to New 
York. He crossed the Delaware River into New 
Jersey and began the march. Washington held a 
council of war to decide if a battle was to be fought 
because of the great strength of the English. ]Many 
of the officers advised Washington not to attack, but 
when Anthony Wayne was asked what he woidd do, 
he replied, "Fight, sir." Washington followed 



ANTHONY WAYNE 121 

Wayne's advice and defeated the English at Mon- 
mouth Court House. 

One of the most (hiring victories of the war was 
won hv Wayne at Stony Point on the Hudson. At 
that phice the English controlled a fort built on a 
mass of rock one hundred and fifty feet above the 
water and surrounded by a marsh. Wayne planned 
a night attack on the i)lace. He gathered together 
over one thousand picked men; soldiers who had 
fought at Bunker Hill, Brandywine, Germantown 
and Monmouth. He marched his men over the 
mountains to a farm a mile and a half from Stony 
Point. Not a man knew where he was going. To 
make sure they would not be discovered Wayne sent 
out scouts to kill every dog in the neighborhood and 
capture every man they met. The soldiers were 
given white pieces of paper to pin on their hats. 
Then they were told they were to storm Stony Point 
at midnight. The men were divided into three 
groups and at eleven-thirty o'clock they marched 
forward. One column went to the left, another to 
the right, and the third and smallest approached the 
gateway. The men waded through the swamp that 
surrounded the fort and reached the foot of the point 
before the}^ were discovered. The Americans at the 
gate commenced a heavy fire while the men on the 
sides rushed up the rocks. Wayne was wounded just 
as he reached the fort's guns, but with the help of his 



122 FAMOUS AMERICANS 

men he got to his feet again. As they supported him 
he shouted, ' ' The fort is ours ! The fort is oui-s ! ' ' 

Wayne was called "Mad Anthony." Among his 
men was an Irish sergeant, said to have been insane, 
but who was most useful as a spy. The sergeant had 




Ec|uestrian Statue of Anthony Wayne 

a habit of getting drunk and making trouble in the 
camp. He was known as Jerry and also as the "Com- 
modore." One day Jerry was put in the guard-house 
for disorderly conduct. Latei', when he was released, 
he asked the guard whether General Wayne was 
"mad or in fun," when he ordered him into the 
guard-house. The guard replied that the general 



ANTHONY AVAYNE 123 

was very aii^ry at Jerry's conduct, and the next 
time he ^yon]d ))e stTa])])ed as well as pnt in the 
i;nard-house. 

"Then," said Jerry, "Anihony is mad. Farewell. 
Make way for the Connnodoie, Mad Anthony's 
friend." He left and never returned. 

Anthony Wayne Avas next ordered to go south to 
help Lafayette against Cornwall is. While engaged 
in making attacks on the rear of the English Army, 
Wayne found himself caught in a trap. With five 
hundred men he marched out of the woods and 
found, not the rear guard as he expected, but all of 
the army of Cornwall is l)efore him. Dashing for- 
ward, he ordered his men to charge, and they obeyed 
with a whoop. Of coui'se they were forced to with- 
draw, but CoruAvallis did not ])ursue them. The Eng- 
lish general thought the entire American Army must 
i)e near. He nevei- dreamed that five hundi'ed men 
would dare to attack five thousand. 

After the English surrendered at Yorktown and 
the Revolution closed, AVayne returned to his home 
in Pennsylvania. He Avas allowed to stay there oidy 
a few years, however, before he was called on to lead 
another attack u2)on the enemy. When the treaty 
of peace was signed the English agreed to giA^e up 
all the forts around the Great Lakes. They did not 
do this, but remained there and aided the Indians in 
their attacks on the settlers in the Ohio ValleA^ Taa^o 



124 FAMOUS AMERICANS 

nniiicR wci'c scut to piinisli the Indians and their 
English allies, but tliey were badly defeated. 
Anthony Wayne, who had i-etired to his farm in 
Pennsylvania, was then called npon to lead another 
army into the Ohio country. 

Wayne gathered together an army of one thou- 
sand men and spent a year in di'illing them so that 
they would be able to load and fire while they 
charged. Witli these men, and a thousand Kentucky 
cavalrymen who joined him, forts were bTiilt 
throughout the valley. Wayne and his men then 
moved northward in search of the Indians and the 
English from Canada. He found them encamped in 
a strong position at Fallen Timbers. The Indians 
and the English expected to defeat Wa^oie as easily 
as they had defeated the other American Armies. 
Wayne divided his horsemen into two grou2:»s and 
sent one to each side of the enemy. He, Avith his foot- 
men, leaped forward with fixed bayonets. They 
pitch-forked the red men from behind the logs and 
trees, shot them down as they ran, and dashed after 
those who escaped until they had scattered them far 
into the wilderness. 

After the jjattle of Fallen Timbers, Wayne took 
possession of a fort in northern Indiana. This was 
named in his honor. The Indians slowly reappeared, 
but there was a great change in their manner. Now 
they came witli gifts of furs and begged for peace. 



AXTPIOXY WAYNE 125 

AVayue made a treaty with fifteen tribes of In- 
dians and ended the wars and massacres that had 
])een going on in the region. Upon his return to 
Phihulelphia he was met four miles from the city 
by a body of troops which served as a guard of honor. 
A sahite of fifteen guns was fired and thousands of 
people crowded the streets to see the brave general. 

When England finally agreed to give up all the 
forts in the Ohio Valley, AYayne was appointed to 
acce])t them for the government. On the return 
journey he was taken ill at Erie, Pennsylvania. 
Shortly before his death he asked that he be buried 
at the foot of the flagstaff of the fortress. His great 
wish was to lie undei* the shadow of the flag for 
which he had fought so bravely and so long. A few 
years later his remains were removed by his 
son to 8t. David's riuirchyard, at Radnor, near 
Philadelphia. 

SIOGESTIOXS 

A text-book developed lesson will serve a double purpose. 
By this means the facts in the life of Anthony Wayne may be 
presented and the children can be given a method for home 
study. Using the paragraph as a unit, have the first one read 
aloud by one child while the remainder follow the account in 
their o\ni books. Turning the books face down, the children 
should be required to answer questions on the subject-matter 
in the paragraph. All succeeding paragraphs are covered in the 
same manner. Constant reference should be made to wall 
maps, and to characters previously studied. Upon completion 



126 FAMOUS AMERICANS 

of the account a summary of the facts should I)e secured from 
several of the children. If time allows, or if further lessons 
are desired, the value of the questions listed for discussion 
should not be overlooked. 

QTTESTIOXS 

1. What thinpfs make a man a leader of men? 

2. Was Anthony Wayne a leader? Why? 

.'). Where and how Avas Wayne's grreat victory won? 

4. Was Anthony Wayne "mad"? Why? 

."). Why was it necessary to have his men Avell drilled? 

(). AVhat happened at Paoli ? 

7. Wlio were the "Tories"? 

8. I Tow did Wayne hel]") Washing'ton? 

n. AVhat impoi'tant work did Wayne do after the 
Ivevolution? 
10. What places have been named after Wayne? Can you 
point them out on the map? 

REFERENCES 

Bai-nes: Hero of Sioiiij Point, AntJiomi W(ni)ie. 
Brady: RevohitioMiry Fights and Fifjhters. 
Esarey : History of Indiana. 
Lef fei'ts : Noted Pennsylvanians. 

Lodge and Roosevelt: Hero Tales from American 
History. 



CHAPTER XII 

JOHN PETER MUHLENBERG 

Born: Trappe, Pennsylvania, October 1, 1746. 
Died: Philadelphia, Pennsylvania, Octol)er 1, 1807. 

John Peter Muhlenberg's father was a minister 
and lie desired that his oldest son should follow the 
same profession. When Peter, as he was always 
called, was sixteen he was sent to Halle, Germany, 
the place from which his father had come. There 
he was to study for the ministry. His father knew 
that the boy liked other thini>s liettei' than studying, 
and sent word to a friend at Halle to watch over 
young Peter and keep him out of trouble. 

In spite of all the care taken, the boy managed to 
make a great deal of mischief. He had a fiery tem- 
per and did not like the way he was forced to ol)ey 
his teachers. One day, in a pul)lic parade l^efore the 
officers of the school, Muhlenberg became insulted 
and struck one of his teachers. He knew he would 
have to leave the school after that, so without wait- 
ing to be told he packed his books and clothes and 
left. He walked slowly down the street, wondering 
what his father would say when told of the conduct 

127 



128 FAMOUS AMERICANS 

of his son. A regiment of soldiers passed him. 
.Miihk'nberg followed them and when they reached 
their barracks he asked to join their company. The 
officers were glad to add a tall, strong, well-l)iii]t 
boy to their ranks. During the year or more that he 
was with his new comrades he learned to obey, and 
also gained a knowledge of military commands and 
orders that he later used when he served in the 
American Army. 

Some American friends of Muhlenberg's father 
Avere traveling in Germany and saw the boy with the 
troops. They had him discharged and took him l)ack 
to his parents. He then returned to his studies and 
later entered the ministry. 

For some time Muhlenberg was pastor of Ger- 
man churches in New Jersey, but was called from 
there to Woodstock, Virginia, where a large colony 
of Germans had settled. There he was well liked by 
the people and gained many friends, among them 
George Washington and Patrick Henry. JMuhlen- 
berg was fond of hunting and would often ride 
through the Avoods with Washington as his com- 
panion. This friendship bc^tween the two men 
helped the Virginia preacher in deciding to enter 
the American Army when the colonies realized that 
war was coming. 

flolm Peter ^luhlenberg was chosen colonel and 
asked to raise a regiment of soldiers. Wh(Mi the peo- 



JOHN PETER MUHLENBERG 129 

l)le of Woodstock learned that their pastor had 
joined the army and was to preach only one more 
sermon they crowded the chnrch to bid him fare- 
well. Long before the time set for the service to 
begin the peoj^le were all there. INlnhlenberg entered 
the chni'ch dressed in a black and white robe. Every 
one listened with close attention as he rose to delivei' 
his address. 

He told them of the wrong things England had 
done. He said that peace was impossible, and that 
nothing was left to do bnt fight. Then, as he ended 
his sermon, he exclaimed, "There is a time for all 
things — a time to preach, and a time to pray; ])nt 
there is also a time to fight, and that time has now 
come!" As he ended he threw off his robes, and 
stood before his people in the nnifoi'm of a Virginia 
colonel. At a signal a drnm was beaten at the door. 

"Who dares," this was the patriot's ery, 
As striding down the aisle lie eame — 
"Come out Avith me in Freedom's name, 
For her to live, for her to die?" 
A hundred hands flung up reply, 
A hundred voices answered "I!" 

His first battle was fonght at Fort Moultrie, 
South Carolina. While the people in the fort were 
holding back the British fleet in the bay, he kei)t a 
land force from attacking the rear of the fort. At 
Brandy wine he held one column of the English Army 



130 FAMOUS AMERICANS 

while Anthony Wayne held the other. The work of 
these two generals allowed Washington to withdraw 
his forces from the field. Later, at Germantown, 
Mnhlenberg led his troops in a bayonet charge npon 
the enemy. When the retreat was sounded he found 
himself surrounded and had to bayonet his way out 
again. After he had succeeded in rejoining his 
friends he came very near being killed. He was 
seated on a large white horse and was waiting for a 
fence to be removed which his horse could not jump. 
Muhlenberg was almost asleep, having been in the 
saddle two nights and a day. He was awakened by a 
bullet which wliistled past his ear, and heard some 
one cry, "Pick off that officer on the white horse!" 
Turning around, he saw an English officer who had 
shot at him loading to fire again. General Muhlen- 
berg drew his own pistol and shot the man through 
the head. 

During the winter spent at Valley Forge Muhlen- 
berg frequently visited his father who lived near by. 
The English often sent small bodies of horsemen out 
to troul3le the American Arni,y. Several times they 
very nearly captured Muhlenberg. When he re- 
mained with his parents he never undressed or al- 
lowed his horse to be unsaddled. He never knew 
when he might be surprised and forced to make a 
quick escape. At one time, while being chased, he 
was saved onlj^ by the speed of his horse. 



JOHN PETER MUHEENBERG 



131 



Both ^Muhlenberg and Wayne were members of 
Washington's staff at the time of the battle of ^Ion- 
mouth. Again at Stonv Pniiit. wliile AVayno was 
climbing up the steep 
rocks to the fort, Gen- 
eral Muhlenberg with 
three hundred men took 
a position in the rear, at 
the edge of the marsh, 
ready to help him or to 
cover a retreat if that be- 
came necessary. 

The wonderful worlv 
of Washington, Wayne 
and IMuhlenberg, togeth- 
er with their men under 
them, forced the English 
to give up trying to win 
the war in the Xorth. In 
the South there were 
fewer soldiers. There 
Avere also many people in 
that section who hoped to 
see the English win and 




Statue of Muhlenberg 



who were willing to help them. When the troops of 
the enemy were sent south Ijy boat, ^Muhlenberg was 
sent to oppose them. He gathered together troops, 
and collected food and ammunition for them. Bv 



132 FAMOUS AINIEHTOANS 

making quick attacks on the English soldiers and 
taking away their supplies, Muhlenberg constantly 
annoyed the enemy. 

The Americans began to drive the enemy fi'om 
the country. Cornwallis, the English general, vv- 
treated to Yorktown, Virginia. There he remained, 
waiting for reinforcements. Instead, a French fleet 
appeared in the harbor with many soldiers to help 
the Americans. After a bomliardment of scA^eral 
days Cornwallis surrendered with his whole army. 

The defeat of the English at Yorktown really 
ended the war. Muhlenberg returned to his family 
at Woodstock. The people there wanted him to re- 
turn to the church he had left, but he decided to move 
to Philadelphia, near where his father still lived. Be- 
fore entering business he visited the lands in Ohio 
which had been given him by Congress for his 
l^ervices. 

Upon his I'cturn to Philadelphia, ^luhlenberg was 
made the first vice-president of the State of Penn- 
sylvania. Later he was elected a member of Con- 
gress. When Thomas Jefferson was president he 
made Muhlenberg collector of the port of Philadel- 
phia, which position he held until his death. 

SUGGKSTIONS 

In preparation lor this lesson liave the children nse tlie 
same methods that were employed in the stndy of the life of 
Anihoiiy AVayne. Assign tlie lesson to be stndied at home, 



JOHN PETER MUHLFATBERG 133 

emphasizing the advantages of pausing at the end of each para- 
graph to review mentally what has jnst been read. After the 
lesson is presented, the teacher should avail herself of the oppor- 
tunity to d]-amatize the scene in the Woodstock church. The 
stage needs no setting. The teacher's desk will serve excellently 
as a pulpit and the children's desks as the church pews. Imper- 
sonators of ^lulilenberg usually will be numerous and eager to 
assume the part. Be careful to select a l)oy whom tlie children 
recognize as a real leader. Rehearse what might have been said 
l)y Muhlenberg, endmg with liis (pioted passage. The children 
in the seats will be eager to add the finishing touches by enlist- 
ing under the banner of their leader. 

QUESTIONS 

1. What changed Muhlenberg from a headstrong boy into a 
skilful leader of men? 

2. Was he a brave man ? Why ? 

3 Would ]\Iuhlenberg's services 1o the country have been 
great if he had remaiued a lircaclicr instead of l)ec()ining a 
fighter ? Why ? 

4. Why did he join the American Army? 

5. What do you think of ]\Iuhlenl)ei'g's sei-mon? 

6. In what battles did he take part ? 

7. How did Congress reward liim for his services? 

8. Why do you think Muhlenberg did not return to preach- 
ing after the war? 

9. What public offices did he hold after the war? 
10. Who was greater, Muhlenberg or Wayne? Why? 

REFERENCES 

IMuhlenberg : John Peter Muhlenberg. 
Muhlenberg: "Orderly Book, March 26-December 20, 
1777*' (PennsijJixinia Magazine of History and 
Biography, July, 1909- January, 1911.) 



CHAPTER XIII 

ALEXANDER HAMILTON 

Born : Island of Nevis, West Indies, January 11, 1757. 
Died: New York, New York, July 12, 1804. 

Southeast of the United States, in the West 
Indies, there is a tiny ishmd called Nevis. It was 
upon that island that Alexander Hamilton was born. 
His father was a member of a famous Scotch family, 
and his mother was the daughter of a Frenchman 
who fled to Nevis for religious reasons. The first 
years of Alexander's life were care-free and happy. 
The great wliite house of the Hamiltons which over- 
looked the blue Caribbean Sea was like a faiiy palace 
to the child. His French mother read wonderful 
tales to him about the heroes of France, and his 
father told him of the brave men of Scotland. Soon 
the boy could speak both French and English. Many 
of the x><^ople of the island who called at the Hamil- 
ton home thought that Alexander was very clever 
for his age. 

The happy days of Alexander's childhood did not 
last long. Before he was twelve years old his mother 
died and his father lost all his money. For a short 

134 



ALEXANDER HAMILTON 135 

time the boy stayed witli an aunt, but soon he began 
working as a clerk for one of the island merchants. 
A year later he was placed in full charge of the busi- 
ness while the merchant made a trip abroad. While 
acting as head of the business he wrote to a friend 
that he disliked his woi'k. He could see no future 
in it. He felt that lie couhl do great things if only 
he had the chance. 

Soon something did happen. The islands of the 
Caribbean Sea are sometimes visited by great storms 
called hurricanes. One of these storms which lasted 
for three da3^s swept over the islands and ruined 
thousands of dollars' worth of property. Houses 
were wrecked, cattle Avere killed, and sugar-cane 
fields were destroyed. Young Hamilton wrote a 
splendid account of tlie hurricane and sent his story 
to the paper. It was printed and every one who read 
it said that the writer was a very brilliant person. 
It was learned that the young clerk, Alexander Ham- 
ilton, was the writer. His friends decided that he 
would have to go away to school where he would be 
sure to receive a proper education. Every one was 
sure that he must not waste his life on a little island 
in the West Indies. The idea of leaving the island 
suited Hamilton exactly, and when his friends raised 
enough money for him to go away to school he 
gladly accepted the chance. 

At that time Hamilton was about sixteen vears 



136 J^^AiMOUS AMERICANS 

of age. He took passage on a sailiiii;' vessel bound 
for Boston. AVhen he landed at that port he went 
sonth to New York and l)ei;an to seai'cli for a good 
school. Finally one at Elizabethtown, New Jersey, 
was selected. By hard stndy he soon conii)leted the 
work there and Avas ready to enter college. The 
nearest was at Princeton. Hamilton ask(Ml the presi- 
dent to allow him to pass his examinations as fast as 
he w^as ready, without waiting for his slower class- 
mates. The president would not have a student in 
his school who wanted to do his college work so 
quickly, so Hamilton went to King's College (now 
called Columbia) in New York. There he completed 
the work in less than the usual time. 

AMiile AlcX'^iiclcr Hamilton was a student in col- 
lege he made a trip to Bostim. The Boston Tea 
Party had occurred just a few^ days before and the 
people WTre still xcvy nuich excited. Hamilton was 
always interested in new movements and new people; 
so he took pains to learn all he could about the trou- 
ble between the colonies and England. He was told 
about the Stamp Act, the Tea Tax, the Navigation 
Laws, and the AYrits of Assistance. He saw the Eng- 
lish soldiers who were housed in the homes of the 
2)eople of Boston. Finally he was convinced that the 
colonists w^ere right in opposing England; hence, 
when he returned to New York he was a warm 
patriot. 



AIJvXANDKl.' IIAMII/roX 



1:57 



Soon .'(rici- liis i-cliii'ii ii) New Yoi'k, 1 l;iiiiil1oii 
attended a j^i'cat mass iiicctin^' in the fields just out- 
side the city. At this meeting' the speaker's told of 
the wrongs the eoh)iiies liad suffei-ed at the hands of 
England. llaniiMon listened \\>v a loni;- lime. 
The speakei's did nol seem lo l>e ,'d)le to touch Hie 
heart (d' llie niattei-. Al I;is1 ii;iniilion lost i)atience 
and sti'ode uj) to the ])Iairoi-m. 'i'lie chairman was 
very much intei-ested and sui-pi'ised when this young 
man, who was hardly moi'c 1lian a hoy, asked ixM'mis- 
si(Hi to speak I0 llie ci'owd. As the cluii I'man hesitated 
some one shouled, "Lei him lalk! LeTs hear what 
he has to say!" Ilamillon w;is allowed to a(hli*ess 
the crowd and soon he had lliem cheei'ing. He made 
his poiiils in dear-cul language that Hie ))eo])le 
easilv' underslood. AFIer 1li;i1 when he a|>pe;ii'ed on 
the streets he was pointed out as the college hoy wdio 
was a])le to make such fine s])eeclies in the cause of 
freedom. 

^''lie siXM'ch in Hie fields (d' New ^^n•k marked Ilic 
enti'ance (d' Alexander Ilainilt(»n into American poll 
tics. Soon a i)amphlet, or little hook, which he wrote 
to defend the acts of (N)ngress, was heing read hy 
every one. In it he declared that the American ])eo- 
])le must support the measures of (\>ngi'ess if the 
cause was to he successful. The ])resident of King's 
College, Doctor Coopei', did not agree wdth what 
Hamilton had written. Doctor Oooper believed that 



138 FAMOUS AMERICANS 

England was right in all her acts and that the colon- 
ists were disloyal subjects. One evening, as Hamilton 
was nearing the home of the president of the college, 
he heard the cries of a mob. Soon he found that a 
crowd was about to break doT;\Ti the door of Doctor 
Cooper's home. Hamilton rushed up the steps and 
asked the leaders of the mob why they were storming 
the house. They told him that Doctor CoojDer was 
a Tory, and an enemy of the colonists. Hamilton 
urged them not to destroy property and injure 
harmless people. While he was talking Doctor 
Cooper I'aised an upper window and looked out. 
AVhen he saw who was talking he thought that Ham- 
ilton was urging the mob to break down the door, so 
he called out. "Don't believe him. He is crazy!'* 
Hamilton talked on, and the doctor fled out the back 
door and later took refuge on an English man-of-war 
that was in the harbor. 

B}^ this time it was very clear that war would 
soon be declared between the colonies and the mother 
country, England. Hamilton got ready for the next 
event. He gathered together a band of patriots who 
named themselves '^ Hearts of Oak," and began drill- 
ing them for the l^attles he knew they would soon 
have to fight. Hamilton knew very little about how 
to drill and fight, but his men knew less, so he studied 
the rules of war in the evenings and taught his sol- 
diers what he had learned when he met them the next 



ALEXANDER HAMILTON 139 

afternoon. When war was finally declared and New 
York started to raise an army, Alexander Hamilton 
was elected the captain of the first company of artil- 
lei'v that was formed. At that time he was less than 
twenty and in command of many men who were older 
than he, but who followed and obeyed him without a 
question. Soon Hamilton was noticed by General 
Greene who told Washington about the dashing 
young artillery officer he had seen. 

George Washington was always looking for men 
who were a1)le and ti'ustworthy, men whom he could 
trust to do things quickly when they were given 
orders. When he heard of Alexander Hamilton he 
sent for him. Washington was pleased with Hamil- 
ton's appearance and offered him a place on the gen- 
eral staff with the rank of lieutenant-colonel. This 
was a great step and soon he became AVashington's 
aide. In this position Hamilton wrote letters and 
cai'ried messages to prominent men throughout the 
colonies and to Congress. He knew almost as much 
about the war and the conditions throughout the 
country as Washington himself. In the camp and 
on the field Hamilton was popular with his fellow 
officers who called him "The Little Lion," because 
of his small size and his great bravery. 

Alexander Hamilton was a man of action. 
Although he liked his work as AVashington 's aide, he 
much preferred to lead a company of brave men into 



140 FAMOUS AMERICANS 

battle. Often he asked to be transferred to one of 
the fighting units of the army, but Washington 
needed him at his side. As Hamilton passed Wash- 
ington on the stairs one day at headquarters the 
general stopped and said he wished to see him on 
important business. Hamilton was hurrying to de- 
liver a handful of papers to Lafayette, also a member 
of the staff, who was in a room on the floor below. 
He continued on his errand, talked with Lafayette 
for a short time, and returned. At the head of the 
stairs he was met by Washington who said, "Colonel 
Hamilton, you have kept me waiting at the head of 
these stairs these ten minutes. I nmst tell you, sir, 
you treat me with disrespect. ' ' Hamilton, very much 
surprised, replied, "I did not know it, sir, but since 
you have thought it necessar^^ to tell me so, we part." 
"Very well, sir, if it be your choice," the general 
replied. AVashington, Lafa^^ette, and the friends of 
Hamilton tried to get him to change his mind, but 
they did not succeed. There was a chance for active 
fighting and he was given charge of a body of light 
infantry in Lafayette's division. At Yorktown he 
led his men in a brilliant attack on the defenses of 
the enemy. 

After the Revolutionary War, Hamilton re- 
tui'ued to New York and studied law. Soon he was 
admitted to the bar. He became one of the ablest 
lawyers in the state. However, he was more inter- 



ALEXANDER HAMILTON Ul 

ested in the affairs of the cuiintry than he was in 
building up a great fortune for himself. The young 
nation was deeply in debt and no one seemed to 
know what to do. Hamilton l)elieved in a national 
bank, and it was partly due to his efforts that the 
Bank of North America was opened in Phihidelphia 
in 1781. This bank was to handle all the government 
money. As a member of Congress from New York, 
Hamilton stated to his fellow members that this 
nation must have a strong central government to be 
successful. Many of the congressmen believed in 
"state rights" or that separate states were supreme. 
They strongly opposed any attempt to strengthen 
the national government and weaken state powers. 

AYhen the Constitution was wi'itten and adopted 
by Congress, Hamilton steadily fought for a strong 
central government. He did not succeed in getting 
all his ideas adopted, and although he was not en- 
tirely satisfied with it, he did all in his power to 
have it accepted by his state. Together wdth James 
Madison of Virginia, Hamilton wrote a series of 
papers called Tlie Federalist, in which he explained 
to the American people why the Constitution should 
be accepted by the states. 

George Washington, the fii'st president of the 
United States, appointed Alexander Hamilton secre- 
tary of the treasury. Thomas Jefferson was also a 
member of the president's Cabinet. The two men 



142 FAMOUS AIMERICANS 

held opposite views on most political subjects. Ham- 
ilton iDelieved in a strong central government and 
was an aristocrat. Jefferson stood for state rights 
and had great faith in the ability of the common 
people to govern themselves. The two men were 
constantly quarreling about government policies. 
Hamilton read the Constitution carefully and said it 
meant the i)resident and Congress had unlimited 
power. Jefferson said the central government had 
only such powers as were named. All others belonged 
to the states. The fight between the two statesmen 
b(^came lutter when Hamilton, as secretary of the 
treasury, put forth his plans to raise mone}^ to pay 
the debts of the nation. 

B(^fore the question of taking over the state 
debts was decided. Congress began to talk about a 
proper site for the national capital. The northern 
representatives wanted New York or Philadelphia 
to be the seat of government. The southerners urged 
that a i)oint in the South be chosen. As the matter 
was debated Hamilton saw a chance to settle at one 
stroke the question of taking over the state debts and 
the location of the capital. The southern states were 
most strongly opposed to his plan, so he said if they 
agreed that the central government should pay all war 
debts he would see that the national ca])ital was l)uilt 
in the South. The i)lan was accepted, and AYashiug- 
ton, in the District of ColuHil)ia, became the capital. 



ALEXANDER HAMILTON 



14- 




Photo from Underwood and Underwood. 

Tomb of Hamilton in the Heart of New York City 

Under the newly adopted Constitution Congress 
could tax the people. It was Hamilton's duty as 
secretary of the treasury to decide how this was to 



144 FAMOUS AIMERICANS 

])e (lon(\ Money was badly needed to repay loans 
made to the government by foreign nations and by 
American citizens. Hamilton snggested that a tax 
shonld be paid on all whisky and upon all goods 
])ronght from other countries. Under this plan all 
the state debts were also to be paid by the national 
government out of the central ti*easury. These 
ideas were opposed by Thomas Jefferson and all 
others who believed in state rights. They were sure 
that they were only new ways of weakening the 
states, and making the national government more 
powerful. 

Hamilton's dream of a strong central government 
was fast coming true when the election of 1800 took 
place. Thomas Jefferson, who had been Hamilton's 
bitterest enemy during Washington's term as presi- 
dent, and Aaron Burr, a New York j^olitician, 
received an equal number of votes for the presidency. 
AMien such a thing happened Congress had the power 
to decide who should be the president and who should 
be the vice-president. Both Jefferson and Burr 
wanted the higher office. Alexander Hamilton was 
a man whose advice was always well received by the 
think hig men of his j^arty. The man who had his 
support was sure to win the honor of being president 
of the United States for four years. Hamilton dis- 
trusted Jefferson's democratic ideas. He was not 
sure that the common people knew enough to govern 



ALEXANDER HAMILTON 145 

themselves as they should be governed. On the otliei' 
hand Aaron Burr was known to be a man who could 
not be trusted. If he became president all the care- 
ful work of Washington and his followers might be 
ruined. After carefully thinking over the matter 
Hamilton decided to throw all his support in favor 
of Thomas Jefferson. This he did and Jefferson 
became president while Aaron Burr received the of- 
fice of vice-president. Burr knew that Hamilton 
had spoiled his plans and he resolved to be revenged. 

The next three years were spent in hard work by 
Hamilton. He had many warm and true friends but 
he also had many enemies. One evening at a theater 
party young Philip Hamilton heard a politician 
make a disrespectful remark about his father. He 
challenged the man to a duel and the two met early 
one morning across the harbor from New York at 
Weehawken Heights, New Jersey. Young Hamilton 
was only a boy, just past eighteen, and he fell mor- 
tally wounded at the first shot. The death of this 
son was one of the greatest sorrows of Alexander 
Hamilton's life. Three years later he, too, was to 
fight a duel on that same spot and to lose his life at 
the hand of a political enemy, Aaron Burr. 

Before Burr's term of office as vice-president of 
the United States had expired, he ran for the gover- 
norship of New York. For several months the 
New England states had been dissatisfied, and there 



146 FAMOUS AIMERICANS 

had been some talk of their withdrawing from the 
Union and setting np an independent republic. 
Hamilton believed that Burr was ambitious to head 
such a movement and that if he became governor of 
New York he woidd attempt to build a new nation 
out of that state and those to the north. Such a plan, 
if it succeeded, would mean that the United States of 
America would disappear and that in its place we 
would have a number of little countries that would 
always be quarreling among themselves. Alexander 
Hamilton had spent too many yeai's in building one 
nation of thirteen weak colonies to see all his work 
ruined by Aaron Burr. As soon as Burr announced 
that he was a candidate for the office of governor, 
Hamilton took the field against him. He fought him 
bitterly and when the ballots were cast Aaron Burr 
was not elected. For a second time he had been de- 
feated by Hamilton. Burr's anger and hatred were 
so great that he challenged Hamilton to fight a duel. 
Aaron Burr spent several hours each day in pis- 
tol practise while he was waiting for the day of the 
duel. Alexander Hamilton continued with his daily 
work at his law office and in the court room. None 
of his friends knew that he was soon to meet his 
enemy, although Burr's daily practise aroused some 
curiosity. At seven o'clock on th(^ morning of July 
11, 1804, Hamilton was I'owed across the Hudson to 
Weehawken Heights, New Jersey. The sun was 



ALEXANDER HAMILTON 147 

shining on the water and the birds were singing in 
the trees as he climbed to the ledge where he met 
Burr and two of his friends. Pistols were provided 
and the two men moved several paces apart. The 
word was given ; the weapons were fired. Hamilton 
dropped, fatally wounded; Burr escaped unharmed. 
Hamilton was cai'ried back to his home in the city 
where he died the following day. 

The services that Alexander Hamilton rendered 
this country can never be fully measured. He came 
here from one of the smallest islands in the West 
Indies, unknown and alone. All his thoughts and 
energies were spent in helping to make this country 
free and strong. At times he was misunderstood, but 
the plans that he made and the policies that he out- 
lined have proved worth while. During the Revolu- 
tion he was a brave and valuable officer. After the 
war he served as a statesman of the first rank. He 
was one of the ablest men in Washington's Cabinet. 
His decision to pay all the debts of the nation won 
for us the respect and friendship of all the countries 
of Europe. His plans for raising taxes have been 
followed, with some changes, to the present day. 

SI (UiKSTIONS 

Lay stress on the human qualities of Hamilton before point- 
ing out the importance of his services. This study should be 
divided into four parts. In the first lesson tell the story of his 



M8 FAMOUS AMERICANS 

life in the West Indies and his adventures in New York until 
he entered the army. That portion of the text should be 
assigned to be read at home. The second lesson should cover 
his life in the army, his relations with Washington and the 
battles in whicli he fought. Use the map during tlie course of 
this lesson and connect Hamilton with other leaders of the same 
period. The third lesson is the most important in the presenta- 
tion of Hamilton's life. Explain the lasting qualities of his 
services, but keep the illustrations simple. List on the board 
five carefully worded questions on this portion of the text and 
assign the account to be read at home. Do not require written 
answers to the questions, but at the beginning of the fourth 
lesson review the facts by means of a rapid oral drill. The 
final lesson should be in the nature of a summary. Develop 
an outline at the board and emphasize Hamilton's services to 
the country. 

QUESTIONS 

1. Why did Hamilton become interested in the American 
Revolution ? 

2. Why did older men than Hamilton follow and believe in 
him? 

3. Do you think he Avas a leader? Why? 

4. Why was he called "The Little Lion"? 

5. Why did Jefferson and Hamilton quarrel ? 

6. What did Hamilton mean by a "strong central govern- 
ment ? ' ' 

7. Why was Hamilton anxious to defeat Burr? 

8. What plan did Hamilton have for paying the war debts » 

9. What did he do to win the friendship and respect of all 
the countries of Europe? 

10. Was Hamilton greater than Jefferson? Why? 



ALEXANDER HAMILTON 149 

REFERENCES 

Atherton : The Conqueror. 

Brooks : Historic Americans. 

Foote and Skinner: Makers and Defenders, of America. 

Hubbard: Little Journeijs to the Homes of American 

Statesmen. 
Lodge: Alexander Hamilton, 



CHAPTER XIV 



DANIEL BOONE 



Born: Bucks County, Pennsylvania, February 11, 1735. 
Died : Charette, Missouri, September 26, 1820. 

AVhile George Rogers Clark was fighting the 
Tiuliaiis and English in the country north of the 
Ohio River, the region to the south was well guarded 
by Daniel Boone and other pioneers. That section 
had fewer settlers and there was greater danger of 
attack by the Indians. Daniel Boone was one of the 
first to cross the mountains and enter that coinitry. 

Boone's early life was spent in southeastern 
Pennsylvania. His home was in a little settlement 
built of log cabins. Around it were the woods which 
were filled with all kinds of birds and wild animals. 
There young Boone learned to handle a rifle and 
fishing rod. AMien Boone was still a youth his father 
moved to North Carolina, where the boy grew to 
manhood and mari-ied. The settlement in which he 
lived slowly grew in size as new settlers arrived. The 
game in the woods became scarcer and Boone be- 
came restless and dissatisfied. He wanted to be out 
in the open where there would be plenty of space 
and plenty of hunting. 

150 



DANIEL BOONE 



151 



He knew about the wonderful birds and wild 
beasts that wandered through the woods on the other 
side of the Appalachian Mountains. Boone was 
anxious to visit the land. With five others he started 




Daniel Roone 



over the mountains. When they reached the top and 
were passing down the other side they saw before 
them a country that was more beautiful than any 
they ever had seen. They pushed on and spent sev- 
eral months in what is now the state of Kentucky. 
One day, while Boone and a companion were 



152 FAMOUS AMERICANS 

out liuntini;', tlicy were ('a])tTiro(l by tlie Indians. 
For a week they remained with their captors. At 
night, while the Indians were asleep by the camp- 
fire, Boone and liis friend quietly arose and crept 
away in the darkness. They returned to their camp, 
but found no one there. The place looked as though 
the Indians had come u})on it, and surprised the 
white men. The two men continued their hunting, 
hoping to l(>arn tlie wherealiouts of their friends. 

Later they met Boone's l)rotlier, Squire, and a 
companion. The new arrivals had crossed the moun- 
tains to join Daniel Boone's pai'ty. The four men 
went on exploring the country. Unfortunately the 
Boone brotliers soon lost the other hunters. One 
was killed by Indians, and the other was attacked 
and eaten by wolves. 

Daniel Boone wanted to i-emain in the countr}' 
for the winter, so Squire returned to North Carolina 
to get horses and ammunition. For several months 
Boone wandered through the mountains which were 
full of bears, deer, wolves and panthers. Squire re- 
turned in the spring with several other hunters, l:)ut 
the entire i:>arty soon recrossed the mountains and 
went back to North Carolina. 

The wonderful hunting-grounds made Boone and 
others want to settle there with their families. A 
party of over thirty families was led by Daniel Boone 
to the new land. Thev had to cut their wav through 



DANIEL BOONE 153 

the woods and fight the Indians. During a battle 
with the redskins Boone's oldest son was killed. The 
whole party then decided to settle in Virginia for a 
while. Later they continued on their journey and 
arrived in Kentucky. When they reached the Ken- 
tucky River they built a fort which was called 
Boonesborough. This fort was shaped like a l^g box 
with a log cabin in each corner. Loopholes were cut 
in the walls so that the men could fire at the Indians 
who often attacked the i)lace. 

One day Boone's young daughter and two other 
girls were out on the river in a canoe. Suddenly, 
those in the fort heard a scream. Several Indians 
had seen the giils as they drifted near the opposite 
shore. The redskins waded into the water and 
grasped the boat which they pulled upon the bank. 
Then they seized the girls and made off into the for- 
est. Boone and the other settlers followed the trail 
of the kidnappers. After a chase of two days they 
overtook the Indians and rescued the girls. 

In one of his many battles with the Indians, 
Daniel Boone and several companions were cap- 
tured. They were taken to Detroit where all but 
Boone were handed over to the English. The Eng- 
lish offered the Indians a large sum of money for 
Boone, but Black Fish, the Indian chief in charge 
of the prisoner, refused to give him up. He kept 
Boone and took him back to his camp where he made 



154 



FAMOUS AIMEKICANS 



liim a meinlKM' of the tribe. All the hair on Boone's 
head \Yas cut off except a little lock on the top. This 
was dressed with feathers. He was taken to the 

river where he was 
washed and rubbed to 
''take all the white blood 
from him." Then the 
Indians held a meeting, 
during which Boone 
was told w^hat w^as ex- 
pected of him. His head 
and face were then 
])ainted and the cer- 
emon}^ ended wdth feast- 
ing and smoking. 

Boone remained wdth 
the Indians for several 
months. He was al- 
lowed to go where he 
wished but was always 
watched. The bullets he 
used were counted, so he 
cut them in half and 
])ut by a store for future 
,^ ..V leai'ued that the Indians 
intended to attack Boonesborough. He escaped and 
succeeded in reaching home in time to warn his 
friends, and help them to defend the fort. All who 




Statue 

use. One 



)f Daniel Boone 

nioruiuir 



ic 



DANIEL BOOXE 155 

knew him were surprised to see him again hecanse 
they thought he was dead. 

All the men in Boonesborough began to strength- 
en the fort and drive in the cattle and horses. Several 
hundred Indians and English soon appeared. They 
demanded the surrender of the fort. Boone and his 
friends refused to give it up. The Indians then of- 
fered to make peace with the whites. The peace 
party met in the open space just in front of the fort. 
When the treaty was signed the Indians suddenly 
grabbed the white men and tried to carry them off. 
The white men tore themselves loose and rushed baclv 
into the fort. For two weeks the Indians surrounded 
the place. They climbed the trees to shoot at those 
within the walls, but they were soon discovered and 
picked off by the sharpshooters at the loopholes. 
They crept up at night and tried to set fire to the 
logs, but the settlers quickly ])ut out the blaze. 

After the close of the Revolution the Indians 
were less troublesome. They were not being helped 
so much by the English. They were also in great 
fear of the "Long Knives," as they called tlie men 
of Kentucky. At times, however, a few prowling In- 
dians, would appear. One day while Daniel Boone 
was working in his tol^acco shed he was surprised by 
four Indians. One said, as he pointed his gun, 
"Now, Boone, we got you. You no get away any 
more. We carry you off this time for sure. You 



156 FAMOUS AMERICANS 

no cheat us any more." Boone told him he would go 
quietly if they would let him finish his tobacco. He 
gathered it into a pile and suddenly rushed upon 
them with it in his arms. Their eyes and mouths 
were filled with dust. They were almost blinded and 
could not follow him. Boone rushed to his cabin 
near by where he watched them as the}^ stretched 
their arms and felt al)out in different directions 
for him. 

As the Indians stopped troubling the whites, more 
people came to Kentucky. It soon became too crowd- 
ed for Boone and he moved westward. He crossed 
the Mississippi and settled in ^lissouri, west of St. 
Louis. Spain owned that part of the country then. 
The S23anish governor welcomed Boone and gave 
him a large tract of land. There he lived and hunted 
for many years. He liked to roam mountains, sleep 
in caves, camp by streams and hunt l^ears and deer. 

ISl'GGEfSTIONS 

An interesting" account like that of Boone may be assigned 
for home study after the details of the story have been told by 
the teacher. The interest of the children will be heightened if 
other accounts and stories are read and reported upon by the 
children. In this way they will realize that everything about 
these historical characters is not contained in one book. 
Emphasis should be laid on the value of going to several sources 
for material. Tlie teaclier sliould add a significant point here 
and there as the stories are told. The main points brought out 
during tlie progress of the lesson should be listed on the board 



DANIEL BOONE 157 

in outline form. This practise aids in the development of habits 
of logical thinking. Boone should be represented as one of a 
great group of men whose joy it is to push beyond the limits 
of civilization. He was typical of the race of sturdy pioneers 
who entered Tennessee, Kentucky and the Ohio Valley before 
tlie Revolution. Becaus(> they were residents of that rt^gion, and 
in actual possession of tlie country, that territory was added 
to the United States when the Treaty of Peace was signed. 

QUESTIONS 

1. Would Boone have been happy in a city? Why? 

2. AVhy did he leave North Carolina? 
;{. What is a pioneer? 

4. What kind of men make good pioneers? 

;1. Why did Boone like Kentucky'? 

(). Wliy did the early pioneers build forts? 

7. Where is Boonesborough ? 

8. Why do you think Black Fish, the Indian chief, refused to 
surrender Boone to the English at Detroit? 

9. Why did Boone move to ^lissouri? 

10. Are there any men like Boone living to-day? If so, where 
would you find them ? 

RKFKRENCES 

Brady: Border Fights and Fighters. 
Fitzhugh : The Bog's Book of Scouts. 
Lindsay : Daniel Boone, Backwoodsman. 
Tappan : American Hero Stories. 
Thwaites: Daniel Boone. 



CHAPTER XV 

THh: IJ'AVIS AND CI.AltK I X I'l .DITFON" 
May 14, 1804— S('i)1("iiil)('r 2:5, 180G. 

At thk close of the Revolution the Mississi])p1 
River was the western boiiiulnry of the [Tiiited 
States. All the country between that river and the 
Rocky Mountains belonged to Spain. For many years 
the Spaniards at New Orleans made all the Ameri- 
cans who ])rouj4ht goods down the river pay a t;ix be- 
cause they wei'e passing through Spanish territory. 
l>esides stop])ing the growth and develojmient of the 
Ohio and Mississippi \'alleys, this led to many quar- 
rels between the Americans and Ihe Sj)aniards. 

When Thomas Jefferson became president of the 
United States in 1801 he took ste])s to prevent fui'ther 
trouble. He sent two men to Spain to buy the city 
of New Orleans, and thus make the Mississij)pi River 
free foi- the Americans. The men learned that Spain 
had just signed a treaty which gave all of the Louisi- 
ana Territory to Ki'ance. The two Americans then 
went to Paris where they offered to buy New Or- 
leans from the French. At that time Napoleon was 
empei'oi- of Ki-ance. He was at war with England 

158 



LEWIS AND (^LARK EXPEDITIOX 159 

and otlior coiiiitrics of Europe and needed money. 
He I'efnsed to sell the eitv at the mouth of the iMis- 
sissi])])i River, hut offeTcnl to pavt with the entire 
territory for fifteen million dollars. The offer was 
accepted, '^i'he Louisiana Pui-ehase included all the 
land between the Mississippi River and the Rocky 
Mountains, with the exee])tion of Texas. This ])ur- 
chase more than doubled the size of the United 
States. 

Nothint;' was known about the land wesl of the 
]\Iississippi River. Stories had been told of the snow- 
covered peaks, roarini;" sti'eams and dark forests, 
l^eople thought of it as a land of Indians and wild 
animals, but no one really knew what was there, hi 
order to learn soiiiethim;' a))out the eounti'y that had 
just been bought. President ffefferson decided to 
send a ])arty of ex])lorers into the territory. The 
leaders of the party were (.aptain jMeriwether J^ewis 
and ('a])tain William dark, the younger brothei' of 
George Rogers (^lark. In the ])arty of forty-five 
persons there w(M'e soldiers, hunters, guides and a 
negro belonging to Ca})tain Clark. 

f Jefferson gave careful orders to l^ewis and Clark 
before the expedition set out. '^Fhey were to start at 
St. Louis and travel up the Afissouri River as far as 
possible. Then they were to journey across the 
Rockv Mountains and find a ])ass that led to the 
Pacific Ocean. Notes were to be made of all that 



160 FAMOUS A]\[Er?r(^ANS 

was seen and done, so that when the party returned 
every one would know more about the country. ^laps 
and charts were to be drawn which woukl show 
rh^ers, streams, forests and mountains. The party 
was to make friends with the Indians they met. They 
carried a su])ply of beads and other gifts for that 
purpose. 

Tlie Lewis and Chirk Expedition left St. Louis 
on May 14, 1804. They traveled up the Missouri 
River in large canoes fitted with sails. During the 
first few weeks they met several white hunters and 
trappei's. As they pushed farther and farther west 
the Avliite men were seen no more. The party 
stopped and talked with the Indians whose cam])S 
dotted tlie shores of the river. The men hunted for 
food and found buffaloes and prairie dogs, animals 
which they never had seen before. In November the 
weather grew so cold that the expedition could go 
no farther. They stopped with the Mandan Indians, 
in wliat is now the central part of Xorth Dakota. 
There they l)uilt a fort and i-emained for the winter. 
Many hunting trips were taken to keep u]) the supply 
of food. The hunters had no trouble in bringing back 
deer, buffalo and porcupine to the fort. 

The Indians were greatly interested in the black- 
smith who was a member of the expedition. They 
often looked on as he hanunered the red-hot iron and 
shaped it into a horseshoe. They all stood around 



LEWIS AND CLARK EXPEDITION 161 

and watched him nail the shoe to the horse's hoof. 
The Indians followed Captain Clark's black man 
about whenever he appeared. They had never seen 
any one like him before. To amuse them the black 




William Clark Meriwether Lewis 

man said that he had been a wild animal in the woods 
and had been caught and tamed by his master. 

When spring came and the snow and ice melted, 
the party set out again. One day Clark was hunting 
alone. He discovered a grizzly bear and shot it, but 
the shot only wounded the animal. The bear started 
after Clark so fast that he had not time to reload 



J 62 FAMOUS AMERICANS 

liis rifle. It was impossible for him to get far enough 
ahead of the animal to I'eload his gun. The l)ear 
gained on Clark so that it ^vas necessary for him to 
run into the I'iver to make his eseai)e. 

Upon arriving at the head waters of the Missouri 
River the explorers hid the supplies they would 
need on the return trip. Then they prepared for 
their journey across the Rocky Mountains, No 
white man ever had been in that country before. For 
a time the party wandered in the mountains. Once 
in a while the men would get lost as they followed 
the trail of the deer or bear they were hunting. One 
man was lost and given up for dead, but after being 
gone for fifteen days he returned. All that time he 
ha'd wandered in the mountains trying to find the 
camp. Bad weather set in and the members of the 
party suffered greatly from the wet and cold. During 
a cloud-burst many of the men, Avho were in a nari'ow 
valley, barely escaped drowning. The water in the 
stream rose so rapidly that they hardly had time to 
climb up the sides of the mountain. 

Both Lewis and Clark realized that they must 
have Indian guides or they never would find their 
way out of the mountains. Ca]^tain Lewis started 
out one morning to see if he could find an Indian 
camp. About midday he reached one. When the 
Indians saw him they rushed away and hid m their 
wigwams. Lewis walked to the chief's tent and 



LEWIS AND TLARK EXPEDITION 163 

looked ill. The chief ^Yas sitting there greatly fright- 
ened. The red men never had seen a white man 
before. They thought he had fallen from the sky. 
Lewis made the Indians understand that he was hu- 
man. Guides were secured who pointed out a stream 
that the travelers could follow to the Pacific Ocean. 

One day while Clark was hunting he shot a duck. 
The noise of his gun frightened a party of Indians 
near by. They were sure that if he could kill a bird 
while it was flying far over their heads he must be 
a god. AVhile talking to them, Clark took a little 
round glass from his pocket and held it between his 
pipe and the sun. AYhen the tobacco stai'ted to glow 
and burst into flame the Indians were frightened 
still more. They thought that any one who could 
draw down fire from heaven with which to light his 
pipe could not be a man like themselves. 

Late in 1805 the party reached the mouth of the 
Columbia River, where they built a small fort out of 
logs. There they camped during the winter and com- 
pleted their accounts of the trip, i-epaired theii* 
canoes, and prepared food and clothing for the re- 
turn trip. The many rivers and streams they had 
passed during the long journey from St. Louis were 
all named. One river was named after Jefferscm, 
another after Lewis, and still another after Clark. 
Other members of the party were honored in the 
same wav. 



164 FAMOUS AIMEETCANS 

On the return journey the two leaders separated 
at the point where they first had seen the Columbia 
River. Lewis returned over tlie ohl trail, and Clark 
turned south to the Yellowstone River. Clark and 
Ills men built rafts and floated down the Yellowstone, 
and the two parties met where that river flows into 
the ^[issouri. The entire expedition then continued 
down the river to St. Louis, where they arrived Sep- 
tem])er 23, 1806. As they reached the town the men 
fired a salute. They then w^ent ashore and received 
a joyful welcome from the peofde of the town. The 
party had been gone two and a half years and had 
traveled over eii^ht thousand miles. At St. Louis the 
])arty disbanded. The leaders returned to Washing- 
ton, where they reported to President Jefferson. 

The president w^as greath^ pleased with the re- 
ports of the explorers. Congress gave grants of land 
to all the members of the party in addition to the 
pay they received. The accounts of the Lewis and 
Clark Exi)edition were soon printed. Many settlers 
at once set out for that i-egion. The gold, silver, lead 
and copper mines that have been discovered there 
since then, and the large forests of that region, have 
repaid the cost of the territory many times. 

Pi'esident Jefferson realized that the men who 
knew the most about the Louisiana country would 
make the best rulers of it. Captain Lewis was ap- 
pointed governor of the territory and Clark was 



LEWIS AND CLARK EXPEDITION 165 

placed in charge of Indian affairs. After the death 
of Lewis the governorshij) was given to Clark. He 
continued as head of the government in that section 
until the territory was broken into states. 

The work of JMeriw^ther Lewis and William 
Clark was of great value to the country. They gave 
several years of their lives to exi:>loring a country 
that white men had never entered. The people of the 
United States learned the value of the great territory 
they had bought. They were anxious to enter and 
settle there as a result of what Lewis and Clark told 
them. The years the two men spent as governors of 
the Louisiana territory helped to strengthen the 
feeling of friendship that had grown up between the 
Indians and the whites. 

SUGGESTIONS 

The territorial expansion beg'un by Boone will serve as a 
connecting link in presenting' the accoimt of the Lewis and 
Clark Expedition. A large wall map, or a map drawn on the 
l)lackhoard, shonld be nsed thronghout the conrse of this les- 
son. A nsefnl device to liold the eye of the children is the 
employment of colored chalk to mark the route and principal 
points in the journey. The split in the party on the return 
trip, and the value of one group breaking a new trail, should be 
pointed out. The Lewis and Clark Expedition passed through 
a region that is unrivaled for scenic splendor. In order to give 
the children something concrete about which to think, abundant 
illustrative material should he used during the progress of this 
lesson. The tourist literature is full of pictures of the natural 



^66 FAMOUS AMERICANS 

wonders of tlie AVest. A set of pictures illustrating the life of 
tlic Indians, the wonders of the Columbia River Valley, and 
the beauties of Yellowstone Park should be assembled. The 
keynote of this lesson slioiild be the value of the Louisiana Pur- 
chase and the effect of the Lewis and Clark Expedition upon 
the expansion of the Ignited States. 

QUESTIONS 

1. "What were the boundaries of United States at the close of 
the Revolution? 

2. Where is the land that is known as the "Louisiana Pur- 
chase"? How many people live there to-day? 

3. "What did people say when this land was bought ? "Why ? 

4. Who were sent to explore the new country? Why were 
they sent? 

5. Why do you think these men were picked to lead the 
expedition? 

G. What instructions were given to the explorers? 

7. What kind of men did they choose to go with them? Why? 

8. Why did the leaders separate on their return trip? 

9. What effect did their reports have on the people? 
10. How did Congress reward Lewis and Clark? 

REFERENCES 

Brooks: First across the Continent. 

Ki?igsley: The Story of Meriwether Lewis and Captain 

William Clark. 
McIMurray: Pioneers of the Kockij Mountains and the 

West. 
Sabin : Opening the West with Lewis and Clark. 
Tappan : American Hero Stories. 



CHAPTER XVI 

STEPHEN DECATUR 

Born: Sinnepiixent, iMaryland, January ">, 1779. 

Died: Washington, District of Columbia, March 22, 1820. 

While Jolm Paul Jones was sailing the sea and 
forcing the nations of the world to respect our flag 
and country, Stephen Decatur was playing about his 
father's home in Sinnepuxent. Young Stephen's 
father was a sailor and the boy was to follow his 
footsteps. He was to take up the work where John 
Paul Jones left it off, and show England a second 
time that America was not to be played with. 

At the close of the Revolution the Decatur family 
returned to Philadelphia, from which place they had 
moved when the English had captured it. There 
Stephen attended school, Init he never enjoyed it. As 
he himself said he was "tired of thumbing old gram- 
mars and dictionaries and wanted to get out into 
the world." His great desire was to go to sea. Com- 
modore Barry, a friend of his father, learned of the 
boy's wish and offered him a jjosition as midshijv 
man on board his vessel. The boy's mother nevei- 
had wanted her son to go to sea, but after much 

167 



WS FAMOUS AMERICANS 

coaxing, she gave her permission. Decatur made 
many trips with Commodore Barry and received his 
first lesson-s in warfare when they met the joirates 
wlio were raiding the American ships. 

The navy was ahnost entirely disbanded in 1801. 
Many of the officers were discharged or retired. 
Fortimately, Decatur was selected to remain in the 
service, and was given command of one of the six 
ships that made up our navy at that time. When the 
ruler of Tripoli, which is in northern Africa, heard 
that the United States had only six war-vessels, he 
decided that it was safe to capture American mer- 
chant ships and sell American prisoners as slaves. 
Although the United States was paying these pirates 
to keep their hands off American vessels, they now 
felt they could get both money and ships. In addi- 
tion, they insulted the American consul in their 
country and cut down the flagstaff that carried the 
American flag. 

War was declared on Tripoli and a fleet sent to 
punish the dusky raiders along the African coast. 
The American flagshi]) Philadelph'ut ran aground 
near shore while chasing one of the ships of the 
enemy. The entire crew were made prisoners. The 
Tri])olitans managed to float the vessel and remove 
it to their harbor. To })revent its being used against 
them, the Americans decided to recapture the vessel 
or desti'ov it. Lieutenant Decatur volunteered to do 



STEPHEN DECATUR 169 

the work, and with a crew of six men he made full 
preparations. The Philadelphia lay in the harbor 
close to the fortress, and had on board a crew of 
Tripolitans. It was necessary for Decatur to enter 
the harbor unseen, and row to the Philadelphia, He 
wanted to board her with as little noise as possible, 
and either sail her out of the harbor or set fire to her. 
In the darkness Decatur and his men drew near 
the vessel. Those on board discovered the Ameri- 
cans just as the}^ were climbing over the sides. A 
short, sharp fight followed. Those who were not 
killed or captured dived overboard to esca]ie. The 
noise of the fight reached the shore. 

Decatur saw that he could not hope to get the 
vessel out of the harbor. His men at once set fire 
to the oil soaked rags the}^ had brought with them. 
Within ten minutes the ship was ablaze in a dozen 
places. Decatur and his men returned to their boat 
and made their way out of the harbor. They were 
seen plainly by the light of the burning Philadelphia, 
and were fired on by the guns of the fort. The guns 
of the Pliiladelphia were loaded and when the fire 
reached them they went off. Some of the shots 
landed in the town. 

Decatur was promoted to a captaincy and pre- 
sented with a sword by Congress for his bravery. 
Before the news of his promotion and reward 
reached him he had won greater honors for himself. 



170 FAMOUS AMERICANS 

The Americans attempted to l)ombarcl the town of 
Tripoli and capture the fleet. The enemy's vessels 
were anchored close to shore. The Americans, with 
small gunboats, intended to sail among the enemy's 
ships and caj^tnre them by hand-to-hand fighting. 
Our war-vessels were arranged in two divisions, one 
])eing under Decatur. As they moved forward they 
saw that the enemy had many more shii3s than they, 
and there seemed to be little chance for success. Com- 
modore Preble, who was in charge of the two divi- 
sions, ordered the signal for retreat. He found, 
however, that in preparing his signals for the boats, 
the one for retreat had been forgotten. There was 
only one thing to do ; that was to go on. Each boat 
picked a vessel of the enemy and ran up to it. The 
men engaged in a desperate hand-to-hand fight. De- 
catur captured his prize and was taking it out of the 
harbor when he received word that his brother, 
James, had just taken one of the enemy's largest 
boats. As the younger brother stepped on board to 
take possession he was shot through the head hy the 
pirate chief. 

Filled with anger, Stephen Decatur pushed off 
from his own prize and pursued that of his brother's 
murderer. He overtook the boat and leaped on 
board, followed by one officer and nine men. He 
singled out the cai)tain, a man of huge size and fierce 
manner. Decatur liad a long sword, and his enemy 



STEPHEN DECATUR 171 

had a heavy iron boarding-iDike. As he made a thrust 
at the savage, Decatur's sword was broken by a blow 
from the pike. He at once eh)sed in on his enemy 
and the two tussled about, clasped in each other's 
arms. They fell, with Decatur on top. The struggle 
continued all al^out them. Each crew tried to pre- 
vent the other from giving help. One of the pirates 
was about to strike Decatur from the rear with a 
sword, but one of the American seamen rushed be- 
tween them. His two ai'ms had ])een wounded and 
were useless, so he received the 1)1()W on his head and 
was knocked senseless. Fortunately he recovered, 
and was given a pension by Congress for his bravery. 

The Tripolitan succeeded in getting on top, and 
pulled a short dagger from his shirt. Decatur 
grasped his wrist, and after a great struggle man- 
aged to remove a pistol from his own pocket which he 
aimed and fired. The Tripolitan crew surrendered 
as soon as their captain was killed. Decatur then 
arose to his feet. For the second time that day he 
was a victor. The pirates soon came to terms with 
the Americans and agreed to kee}) their hands off 
the American ships. 

After a few years at home, war was declared 
against England. That country had not kept the 
promises it had made after the Revolution. Ameri- 
can vessels were stopped on the ocean and Amei'ican 
sailors were taken from them. Enaland claimed 



172 FAMOUS AMERICANS 

tliat the iiu'ii were Englishmen and made them serve 
on their war-ships. This "right to search" was ob- 
jected to ])y the American government, bnt withont 
I'esnlts. England continued to stop the vessels and 
seize the men. 

Decatur was given command of the United 
States, and made a cruise with the American fleet 
after the declaration of war on Jun(^ 18, 1812. Sev- 
eral English vessels were captured and taken to 
American ports. Decatur then sailed out of the har- 
bor alone in search of the enemy. The second day 
out he saw a vessel coming toward him. He soon 
learned that it was the Macedoiuan, an English ves- 
sel. Captain Carden, commander of the English 
ship, was well acquainted with Commodore Decatur. 
They had often lunched together before the war, 
waited u])()n by Carden's black servant. During 
their meals \\\cy alwa3"S quarreled as to which was 
the better navy. Carden insisted that the Americans 
did not know how to fight. 

As the two vessels drew closer together Decatur 
])oured shell after shell into the enemy. AVhen the 
firing began Carden's slave very wisely hid himself. 
After several hours of fighting the English vessel 
rsurrendered. A¥hen Carden offered his sword to 
Decatur in token of surrender Decatur said he could 
not think of taking the sword of an officer who had 
defended his ship so bravely, but that he would be 



STEPHEN DECATUR 173 

proud to take his hand. At that moment the servant 
aj^i^eared from his hiding-place and called out, "Say, 
Marse Garden, what yo' think now 'bout de way dem 
'Mericans fight?" Decatur returned to the United 
States with his prize and was received with great 
honors by the people. 

Commodo]'e Decatur was next given command of 
a fleet stationed in the harbor of New London, Con- 
necticut. Beyond the harljor entrance, English war- 
ships awaited the day when the Americans would 
sail out. Decatur knew that his vessel would be de- 
stroyed if he dared to leave the port. He left the 
fleet and went to New York where he took command 
of the President and a squadron of vessels. He 
sailed out of the harbor alone during a storm. The 
other vessels were ordered to follow as soon as the 
storm was over. As he passed the entrance to the 
harbor his shii) struck a sand-bar. There she stuck 
until the tide rose and freed her. Much damage was 
done by the winds and waves, but the storm prevented 
his return to the port. Next morning he met five of 
the enemy's vessels. Putting on all the sail possible 
he attempted to escape. All day long he led the 
enemy, but they slowly gained on him. 

Late in the afternoon the leading shi}) of the 
enemy's fleet came within range. A battle was 
fought and great damage was done to both vessels. 
Decatur soon saw that he never could escape in the 



174 FAMOUS AMERICANS 

President. Most of his sails had been shot away and 
if he made another rnsh to escape he would soon be 
overtaken. He decided to run down the enemy, and 
capture her in a hand-to-hand struggle. Then he 
intended to sink his own ship and escape in the 
swufter vessel. The English captain avoided the trap 
set for him, and the tw^o vessels continued to bom- 
bard each other. The enemy's battery of guns was 
finally silenced and dropped out of the fight. The 
other English vessels had gained greatly during the 
battle. Decatur put on wdiat little sail he could and 
made a final effort to escape. The enemy slowly 
crept up on him during the night, and about eleven 
o'clock he w^as engaged by another of them. After 
firing a few broadsides he decided that it would l)e 
better to surrender than to continue the slaughter of 
his men. He and his crew were taken prisoners and 
sent to the Bermuda Islands. Soon he was released 
and sent home. Before he arrived new^s of the sign- 
ing of peace reached the people. Upon his arrival 
hv was met everywhere with great praise. The peo- 
})le knew^ that he had made a brave fight. 

During the war Avith England the pirates of Al- 
giers, another one of the African states along the 
Mediterranean Sea, had been capturing American 
ships. Immediately after the signing of peace with 
England, Commodore Decatur w^as sent with a fleet 
to put a stop to it. He captured most of the Algerian 



STEPHEN DECATUR 175 

Navy and then entered the liarbor. He demanded the 
surrender of all the American prisoners and the 
freeing of all (lu'istian slaves, together with pay- 
ment for the ships that had been captured. The 
Algerians wanted Decatur to stop fighting while 
they considered the matter. Decatur refused, say- 
ing, "Not one mimite. If your fleet appears before 
the treaty is signed and sent off from the sIku'c with 
the prisoners, ours will capture it." The Swedish 
consul, who acted for the Americans, returned from 
the shore with the treaty and the ])i'is()ners Just as 
the pirate's fleet appeared. 

When Decatur I'eturned to the United States he 
built himself a home in Washington, in the District 
of (\)luml)ia, where he li<)i)ed to spend the remainder 
of his days in peace. He became engaged in a quar- 
rel with ('Ommodore Barron, another naval officer. 
This finally resulted in a duel between the two. De- 
catur had no desire to kill Barron and shot him in 
the hip. He, himself, received a Indlet wound in 
the thigh from which he died that evening. No 
( )ther person in the history of our country stands out 
:is being braver, more loyal, or more splendid than 
Stephen Decatur. He spent his entire life in the 
service of his country, and always placed it first. 
His motto has become well known to all Americans, 
" Mij coioifri/, ))iaij sJic (iJiraijs he right, hut, rif/Jit or 
wroiifj, ill// eouiitrjj." 



17CS FAMOUS AMERICANS 

SUGGESTIONS 

Decatur Wcis the hero of the War of 1812 and of the two 
minor wars that the United States waged with the pirates of 
the Barl)ary Coast. Ilis exploits offer excellent starting- points 
around which to group a study of the period from 1800 to ISl."). 
This lesson should be presented in story form, using the map 
and available illustrations as much as possible. A second lesson 
using the text-book developed metliod should De followed by a 
rapid oral drill and the use of the discussion questions. When- 
ever possible, link the name of the chief character in a story 
with the names of other prominent men of the same period. 
This is readily accomplished by means of questions, or an indi- 
rect reference to another event that took place at approximately 
the same time. However, care must l)e taken not to wander 
from the point of the discussion. Undue empliasis must not be 
placed upon dates. Their main value lies in the fact that they 
help to create a feeling of time relations, 

QUESTIONS 

1. Where is Tripoli? 

2. What kind of people live there? 

3. Why did the United States go to war with the people of 
Tripoli? 

4. What wei-e the causes of the War of 1812? 

5. Can a uuni be a citizen of two countries? Wliy? 

6. Where is Algiers? 

7. Why did the United States declare war on Algiei-s? 

8. AVliat part did Decatur play in this wai-? 
U. Wlial does Decatur's motio iiieaii? 

10. Wlio was the greater man, Decatur or -loiies? Wh.v? 



STEPHEN DECATUR 177 

REFERENCES 

Brady: Revolutiondry Fights and Fighters. 

Lodge and Roosevelt: Hero Tales from American 

Hi story. 
Morris: Heroes of the Navy in America. 
Parker: Young Heroes of the American Navy. 
Sea well: Twelve Naval Captains. 



CHAPTER XVTI 



OLIVER HAZARD rKRRY 



Born: Soutli Kingston, Rhode Island, August 23, 1785. 
Died: Port of Spain, Trinidad, August 2::{, 1819. 

When Napoleon was ruling France he declared 
war on England. Tn order to prevent his enemy from 
receiving suppli(\s they might need, he refused to al- 
low American ships to trade with England. The 
English wouhl not permit our l)()ats to trade Avith 
France for the same reason. The vessels sent from 
the United States were captured hy hoth countries 
so that our trade with Euroi)e was soon killed. 
England also stopped our vessels on the high seas and 
took seamen from them. She claimed they were 
Englishmen and nuist not s(U"ve another country. 
This was done because the war with France caused 
a great need of men, and England was not able to 
get all she needed at home. 

The peo])le of the United States were very angry 
and bitter toward the English for these acts, and war 
was declared in 1812. One of the ]iersons who was 
most angry at England's actions was Oliver Hazard 
T^erry, a young lieutenant in the navy at that time. 
As a boy he had served as a midshipman with his 

178 



OLIVER HAZARD PERRY 179 

father, wlio was a captain in the navy. Later, as an 
acting-lieutenant, he sailed to the Mediterranean Sea 
when the American fleet made war on the barbarians 
of Tripoli. Unfortunately, the ship on which he was 
serving was sent l)ack to the United States before 
he had a chance to see any active fighting. 

After his return he was given command of a ves- 
sel, the Revenge. With this ship Perry overtook an 
American merchant ship that had been stolen by its 
captain, who was an Englishman. He boarded the 
boat and took possession of it even though two Eng- 
lish war-ships were lying close b}^ Later the 
Revenge was shipwrecked in a storm. Perry re- 
mained calm and managed to land all his men, sails, 
supplies and guns safely ashore. 

When war was declared against England in 1812, 
Perry was placed in charge of a fleet at Newport, 
Rhode Island. There he had little work to do as he 
was not able to meet an^^ of the enemy's ships. He 
soon became very tired of this, for Perry liked to be 
where the fighting was hottest. A large fleet was to 
be built on the Great Lakes to meet the one belonging 
to England that was already there. Perry was 
placed in charge of the building of the fleet. He at 
once set to work with his men to cut down trees from 
the forest. As the vessels were being built he gath- 
ered his men and trained them for the fierce fighting 
he knew they would soon face. 



180 FAMOUS AMERICANS 

When the ships were finished, Perry found that 
the English were guarding the mouth of the Niagara 
River on which the fleet had been built. There was 
also a sand-bar at the mouth of the river that made 
it hard for vessels to pass. Perry watched for a 
chance to slip out into the lake. Finally, one Sunday 
morning, the English disappeared. Later it was 
learned that the English commander had gone to 
Canada to attend a dinner. He did not think the 
Americans would be able to pass the sand-bar before 
his return. Perry set to work at once and soon had 
his fleet out on Lake Erie ready to meet the vessels 
of the enemy. 

On the morning of September 10, 1813, the two 
fleets sighted each other. The wind was poor and 
they drew together slowly. Both prepared for battle. 
There was very little difference in the strength of 
the two fleets. The English had six very large ves- 
sels while the Americans had two large and seven 
small ones. Perry's flagship, the Lmvrence, was at- 
tacked by the English flagship and two smaller ves- 
sels. With shots pouring in from all sides, the ship 
was soon battered and splintered, and the guns dis- 
abled. So many of his men were killed and wounded 
that Perry had to help in the loading and firing of 
the guns. He soon saw that there was little hope of 
keeping up the fight. Only eight men were left on 
board and all the uuns were useless. The other ves- 



OLIVER HAZARD PERRY 



181 



sels of his fleet were still holding their own. His 
next largest ship, the Niagara, had not been harmed 
by the enemy. 

Perry suddenly decided to transfer his flag to the 
Niagara and carry on the battle. He left the Law- 




Perry on Lake Erie 



rence in charge of his first officer and entered 
a boat. There he stood with his flag over 
his arm as he was rowed to the Niagara. The English 
soon guessed what he was doing. If he reached his 
other ship they would be forced to continue the bat- 
tle. If he were killed the American fleet would sur- 
render. The English war-ships opened fire on Perry 
as he stood in the open boat, but their bullets only 
struck the water, and he reached the Niagara safely. 



382 FAIMOUS AMET^TCANS 

He at once ran liis new flagsliix) between two English 
vessels and ixnired shot after shot into them. His 
other vessels closed in on the enemy, and in fifteen 
mimites the English were forced to lower their flag. 

Perry at once I'etnrned to the LawrencG. There 
he met the English officers who came to present their 
swords as a token of surrendei*. As they came over 
the sides of the ship they had to pick their way 
throngh the dead lying on the deck. Perry refused 
to accept theii' swords. It was a great victory for the 
Americans ; both sides had fought with credit. That 
evening Perry sent the following message to General 
Harrison, who was in command of all the Americans 
in that regicm, "We have met the enemy and they 
are ours!" 

After the victorj^ General Harrison prepared to 
attack the English and Indians in Canada. Perry 
carried the general's troojjs across the lakes. For 
many weeks the enemy was pursued by the Ameri- 
cans. Perry was attached to General Harrison's 
staff as an aide, and was received with cheers by the 
soldiers when they learned he was to be with them. 

The English were overtaken on a narrow strip of 
land between a river and a swamp. They quickly 
formed in line of battle and prepared to meet the 
Americans. A comjjany of Kentucky cavalrymen 
dashed through the lines and soon destroyed the 
enemy. During the battle Perry was carrying or- 



OLIVER HAZARD PERRY 183 

ders for General Harrison. The white face of his 
l)ii;' black horse could be seen all ovei* the field. Once 
the animal sank up to its breast in the soft mud. 
Perry leaped over its head to the dry land. Without 
the weight of the rider tlu^ horse freed himself and 
rushed forward. Perry grasped the bridle as the 
horse dashed ])ast and swung into the saddle. The 
soldiers cheered him when they saw how well he 
could ride. 

Later Perry was i)laced in command of the Java 
in Chesapeake Bay. The English had a fleet at the 
mouth of the ba}^ and Perry could not get out. The 
English 23lanned to attack Baltimore and Washing- 
ton. They sailed up the Chesapeake Bay and cap- 
tured Washington. While there they also burned 
the public buildings. Perry had a battery of guns on 
the shores of the Potomac River. However, he was 
able to do little damage to the enemy because of the 
lack of powder and shot. 

During the attack on Baltimore the English cap- 
tured a friend of Francis Scott Key. As soon as 
Key learned of this he went to the English com- 
mander and asked that his friend be set free. This 
was done, but befoi'e th.ey could make their way l)ack 
an attack on Port McHenry began. The two friends 
were forced to stay aboard the English ship. As the 
sun set. Key could see the stars an,d stripes waving 
over the fort. During the night he knew by the 



184 FAMOUS AMERICANS 

steady firing that our flag was still there. Toward 
morning the firing stopped. Key leaned over the 
rail to see if the flag still waved. As dawn came and 
the fog lifted he could see the flag still fluttering in 
the breeze. Key drew out from his pocket an old 
(envelope and on the back of it wrote The Star 
Spangled Banner. 

After j^eace was declared Perr}" remained in the 
service of his country. He took charge of the build- 
ing of ships. The pirates of Tripoli and Algiers 
were again capturing our mei'chant vessels and sell- 
ing American sailors for slaves. Perry was not sent 
to the ^leditorranean. Instead, Stephen Decatur was 
placed in charge of the fleet. He succeeded in forc- 
ing the barbarians to stop seizing our ships. 

In 1819 Pei'i'y was sent in charge of a squadron 
to South American waters. He was to visit the capi- 
tal of Venezuela, which was at war with Spain at 
that time. The Venezuelan vessels were capturing 
American ships as well as those of Spain. Perry se- 
cured payment for tlie American ships that had been 
taken, and received a promise that no more of our 
vessels would be stopped. As he was preparing to 
return to the United States he was taken sick with 
yellow fever and died. H(^ was ])uried at Port of 
S|)ain, on the island of Trinidad. Later his body 
was brought to the United States in a war-ship and 
buried at Newport, Rhode Island, near his home. 



OLIVER HAZARD PERRY 185 

SUGGESTIONS 

Perry is one of the figures around whom the causes and 
effects of the War of 1812 may be grouped. An assignment for 
home study should be made in preparation for this lesson. The 
interest of the children will be aroused sufficiently by reading 
the account to make them anxious to know more of the events 
connected Avith the second war with England. Point out on the 
map the locations mentioned in the account and have tlie chil- 
dren who relate the events do the same as they recite. The 
questions for discussion should be used and the children should 
be encouraged to express themselves freely and vigorously. The 
success of a lesson may be measured by the amount and intensity 
of the discussion that it occasions. However, care should always 
be taken to keep the attention of the class upon the questions 
at issue. 

QUESTIONS 

1. What do we mean when we talk about the "freedom of 
the seas"? 

2. Why did England interfere with our commerce after the 
Revolution ? 

3. Where is Lake Erie? C'an you describe the battle that took 
place there? 

4. What was Perry's famous message to his counnandiug 
officer ? 

5. How are the battle-ships of to-day different from those 
used in 1812? 

6. Does the United States keep a fleet of battle-ships on the 
Great Lakes to-day ? Why ? 

7. Is the Canadian border fortified? Why? 

8. Is a great navy necessary to our country? Wh}-? 



186 FAMOUS AMKKTCAXS 

9. Wh;i1 inspired Key to wi-itc The Star Spanrjlrd Banner? 
10. Who was the greater man, i'erry or Deeatur? Why? 

REFKRKNCKS 

Adams: Dewey, and Other Naval Commanders. 
Baneroft : Oliver Hazard Perrij and the Battle of Lake 

Erie. 
Beebe : Four Americayi Naval Heroes. 
Parker: Young Heroes of the American Navy. 
Sea well : Tivelve Naval Captains. 



CHAPTP]R XA^TII 

DAVID CROCKETT 

Born: Tennessee, August 17, 1786. 

Died: San Antonio, Texas, March 6, 1836. 

When Oliver Perry was fighting on Lake Erie 
and Stephen Decatnr was defeating the English on 
the Atlantic dnring the War of 1812, other Americans 
were warring against the English and Indians in the 
west. Chief among these were General Andrew 
Jackson and David Crockett, who served Avith the 
general. Crockett was ])oi'n in tlie wilderness of Ten- 
nessee. His parents conld neither read nor write, 
and he had very little education himself. When he 
was twelve years old his father sent him to school. 
He got into tron])le with another boy and gave him a 
Ideating. The next day Crockett was afraid to go to 
school for fear the teacher would giv(^ him a whi])- 
ping. He ])layed truant for more than a week. His 
father went after David with a stick when he 
learned that he was not attending school. The boy 
rushed out of the house and did not return. 

For three months Crockett roamed over the 
country, working for the wagoners who hauled goods 

187 



188 FAMOUS AMERICANS 

back and fortli over the mountains. Finally, he ro- 
turned home, expecting to get the long delayed 
whipping. No one thought of the whipping that he 
had run away to escape, and he remained at home 
for many years. The men in the neighborhood would 
hold shooting matches to see who was the best shot. 
The winner was usually given a reward of a silver 
dollar. That was very highly prized by all, as 
money was the scarcest thing in the backwoods. 
Young David Crockett attended all the shooting 
matches and often came home a winner. 

When he was eighteen years old he married and 
moved to the western part of Tennessee. Better land 
was to be had there and more game was to be found. 
Like Boone, David Crockett wanted to get away into 
the woods where there were few people and where 
hunting was plentiful. Foi' some years he lived a life 
of idleness; he hunted during the day and brought 
home plenty of game in the evening. Then he would 
loaf around the cal)in, tanning skins for moccasins 
and breeches. 

The Indians in that region gave little trouble to 
th(^ white settlei'S. At times they were shot down by 
lawless pioneers. As a result, when England began 
to war against the United States in 1812, the Indians 
were urged to repay the settlers for the murder of 
their warriors. A fort in southern Alabama was at- 
tacked, and every man, woman and child massacred. 



DAVID CROCKETT 189 

All the settlers were aroused and prepared to give 
battle. General Andrew Jackson called for volun- 
teers and David Crockett at once enlisted. An armv 
of thirteen hundred mounted men was gotten 
together. They decided to fight in the Indian coun- 
try, and thus pi*event the red men from killing the 
families the settlers had left behind when they en- 
tered the army. Two parties of scouts were sent out 
to visit the Indians' territory and locate the redskins. 
Crockett led one party and soon brought back news of 
the position of the Indian camp. The army then 
marched from the fort and attacked the camp. They 
killed every one they found there, and then set fire 
to the camp and burned it. 

After many battles the Indians were finally de- 
feated. A foi't which they had built was surrounded 
and set on fii'e. As they rushed out to escape the 
flames they were shot down by the soldiers who sur- 
rounded the place. This put an end to the Indian 
warfare. The red men agreed to remain at i^eace 
with the whites. Some went to Florida where the 
Indians were still fighting. Florida belonged to Spain 
at that time. The Spaniards allowed the English to 
land there and lead the Indians in battle. General 
Jackson, together with David Crockett and two 
thousand other Americans, marched against the fort 
at Pensacola and captured it. The English retreated 
to their ships in the harbor and Jackson turned his 



190 FAMOUS AMERICANS 

gims oil tlio fleot, wliicli quickly raised its sails and 
disappeared. 

After the defeat of the Indians in Florida, David 
Crockett returned to his home in Tennessee. He was 
made a justice of the j^eace, and later he ran for the 
state legislature. He knew nothing about making 
speeches, whih' the man who was running against 
him had often spoken to crowds of people. A squir- 
rel hunt was held on the day set for the election 
speeches. After it was over a crowd gathered and 
David Crockett was called upon to speak. He 
climbed uj) on the stump of a tree and told the i^eople 
that he knew nothing about making speeches. Instead 
he told them many bear stories and tales of his ad- 
ventures while hunting the Indians. From the time 
(^rockett began speaking until he stopi:)ed he kept the 
crowd laughing. As a result of his popularity he 
was eh^cted to a seat in the state legislature. After 
serving several terms there he was elected to represent 
the people of Tennessee in Congress. His appear- 
ance attracted much attention in Washington. His 
manners and habits were different from those of 
city-bi'ed i)eople. He was greatly admired and liked 
by all who met him. They were surprised to find 
that a person with no education, and who had lived 
all his life in the woods, could talk so well on the 
questions of the day. When Crockett had once made 
u]) his mind on a subject he could not be persuaded to 



DAVID CROCKP]TT 191 

change it. He often said, "Be sio-e ijou are right, 
tluni ()() ((head:' 

During Crockett's first term in Congress lie got 
along very well with the other members. He was 
elected for a second term, l)ut wlien some of Presi- 
dent Andrew Jackson's bills were presented he 
refused to vote for them because he thought they 
were wrong. As a result of this the people of Ten- 
nessee did not return him to Congress at the next 
election. 

For the next two years Crockett remained at 
home shooting bears, but again he was elected to 
Congress. During that term he visited Baltimore, 
Philadelphia, New York and Boston. This was the 
only part of the country he did not know. He had 
traveled over the South and West with a rifle on his 
shoulder. In every city he Avas met by great crowds 
who had heard of his adventures. 

About this time Texas was fighting to win its 
freedom from ]Mexico. Crockett became interested 
in the struggle and decided to help the Texans. After 
he left Congress he set out across the prairies with, 
several companions. The Texans, under General 
Sam Houston, finally succeeded in defeating the 
Mexicans and setting up a I'epublic. It was a hard 
struggle, however. When David Crockett arrived at 
San Antonio on the JMexican border, the Texans had 
just captured the Alamo. This was an immense 



192 FAMOUS AMEHICANS 

building, half fort and half church. Santa Anna, the 
Mexican general, was gathering a large force to re- 
capture the place. Within the walls were one hun- 
dred and forty-four men under Colonel Travis. The 
i\lexicans demanded its surrender at once. When 
this was refused they threatened to put every man to 
the sword when they captured it. The Texans 
answered the threat by firing a cannon into the Mexi- 
can Army. Travis sent word to General Houston to 
send assistance. Houston could do nothing; he had 
very few men himself. Day after day the battle con- 
tinued between the Americans within the walls of the 
Alamo and the ^lexicans who surrounded the place. 
Crockett and Travis kept watch for the assistance 
they expected. One day they saw a small band of 
thirty-seven men cut its way through the Mexican 
Army, to the fortress. They had come to fight by 
the side of Crockett and Travis. 

Santa Anna ordered another attack on the foui'- 
teenth day. The Mexican soldiers were not anxious 
to get too close to the men within the Alamo. The 
Texans had already killed a thousand of the enemy. 
The Mexican officers stood behind their soldiers to 
kill any who attempted to retreat. Charge after 
charge was made until the Mexicans were directly 
under the walls of the Alamo. Ladders were quickly 
placed in position and the Mexicans climbed up, only 
to be hurled back again. AVith their officers in back 



DAVID CROCKETT 



193 



of them there was nothing for them to do but con- 
tinue until they had entered the fort. 

When the smoke cleared away there was silence 
within the Alamo. Travis lay dead, still grasping 
the sword he had thrust through a Mexican officer. 
David Crockett and five others remained alive. 




Photo from Underwood and Underwood. 
The Alamo 

Their guns were useless and they had nothing but 
short swords with which to fight. They were of- 
fered their lives by the Mexican officer and taken 
before Santa Anna. That general looked at them 
quietly for a moment. Then he reached for his 
sword. Crockett knew what was about to happen 



194 FAMOUS AJ^IERTCANS 

and sprang at him. He was too late. A dozen 
swords flashed in the sunlight and the prisoners fell 
dead. They were the last to give their lives for Texas 
in the Alamo. 

THE DEFENSE OF THE ALAMO 

Santa Ana came storming, as a storm might come ; 

There was rumble of cannon ; there was rattle of blade ; 
There was cavalry, infantry, bugle and drum — 

Full seven proud thousand in pomp and parade. 
The chivalry, flower of all Mexico ; 
And a gaunt two hundred in the Alamo ! 

And thirty lay sick, and some were shot through ; 

For the siege had been bitter, and bloody, and long. 
"Surrender, or die!" — "Men, what will you do?" 

And Travis, great Travis, drew sword, quick and strong; 
Drew a line at his feet. . . ."Will you come? Will you go? 
I die with my wounded, in the Alamo." 

Tlien Bowie gasped, "Guide me over that line!" 

Then Crockett, one hand to the sick, one hand to his gun, 
' Crossed with him ; then never a word or a sign 
Till all, sick or well, all, all, save but one, 

One man. Then a woman stopped praying, and slow 

Across, to die with the heroes of the Alamo. 

Then one coward fled, in the night, in that night 

When all men silently prayed and thought 
Of home; of to-morrow; of God and the right; 

Till daw^n; then Travis sent his single last cannon-shot, 
In answer to insolent Mexico, 
From the old bell-tower of the Alamo. 



DAVID CROCKETT 195 

Then came Santa Ana ; a crescent of flame ! 

Then the red escalade; then the fight hand to hand : 
Such an unequal fight as never had name 

Since the Persian hordes butchered that doomed Spartan 
band. 
All day — all day and all night, and the morning? so slow, 
Through the battle smoke mantling the Alamo. 

Then silence ! Such silence ! Two thousand lay dead 
In a crescent outside! And within? Not a breath 

Save the gasp of a woman, with gory, gashed head. 
All alone, with her dead there, waiting for death; 

And she but a nurse. Yet when shall we loiow 

Another like this of the Alamo. 

Shout "Victory, victory, victory ho!" 

I say, 'tis not always with tlie liosts that win; 

I say that the victory, high or low, 

Is given the hero who grapples with sin, 

Or legion or single ; just asking to know 

When duty fronts death in his Alamo. 

Joaquin Miller, 

suggestions 

Many of the stories that are related about Crockett have 
little basis in fact. In using supplementary material care should 
be exercised not to stray into the field of fiction. As this les- 
!5on is presented indicate on the map all places mentioned. First, 
tell the story and, as a climax, read The Defense of the Alamo. 
Do not ask questions at this time. During the second lesson 
the text-book developed method should be used. Make extensive 
use of the illustrations in the book, using them as the starting 
points for discussions. Lay emphasis upon the simplicity of the 



396 FAMOUS AMERICANS 

society in which Crockett lived and develop the idea that he was 
a typical pioneer. Follow this by questions on the text and a 
general discussion of pioneer life. Emphasize the part that 
Crockett played in adding Texas to the United States. 

QUESTIONS 

1. What was Crockett's famous motto? What does it mean? 

2. What is a frontier? 

3. What kind of men become frontiersmen? 

4. Is there a frontier to the United States to-day? If so, 
where is it? 

5. AVhy did Crockett move to Tennessee? 

C. Why did he enlist during the AVar of 1812? 

7. Why was Crockett so popular with the people in the East 
and North? 

8. Why did the Texans want to be independent of Mexico? 

9. How were Boone and Crockett alike? How were they 
different ? 

10. W^as Crockett an educated mau ? Why? 

REFERENCES 

Abbott : David Crockett. 

Allen : David Crockett, Scout. 

Hough: Way to the West, and the Lives of the Early 

Americans ; Boone, Crockett. Carson. 
Lodge and Roosevelt : Hero Tales from American 

History. 
Sprague: Davy Crockett. 



CHAPTER XIX 

JOHN CHARLES FREMONT 

Born: Savaunah, Georgia, January 21, ]81.'3. 
Died: New York, New York, July 13, 1890. 

Great territories have been added to the United 
States from time to time by the efforts of a few men. 
It was due to George Rogers Clark that the rich re- 
gion north of the Ohio Ri^Tr was given np by Eng- 
land at the close of the Revolution. Thomas Jeffer- 
son more than doubled the size of the United States 
when he bought Louisiana from Napoleon, the Em- 
peror of France. The Oregon country was claimed 
by the United States because of the explorations of 
Lewis and Clark along the Columbia River, and the 
work of the men who guided settlers to the rich val- 
leys of that region. Texas was added to the L^nited 
States in 1815 through the efforts of Sam Houston 
and David Crockett. The independence of Califor- 
nia and its addition to the United States was due, 
largely, to the work and explorations of John 
Charles Fremont. 

Fremont, who wanted to study law, entered the 
office of a lawyer in Charleston, South Carolina. 

197 



198 FAMOUS AMERICANS 

His work was done so well, and he seemed so clever, 
that tlie lawyer sent hhn to college. There he took a 
great interest in mathematics, civil engineering and 
snrveying. He left college before gradnation and 
taught mathematics for several years. He gave up 
that work and made a survey for a railroad which 
w^as to run from Charleston, South Carolina, to 
Atlanta, Georgia. He explored the mountains be- 
tween South Carolina and Tennessee and joined an 
expedition wdiich was sent to explore the country 
between the ^lissouri and INIississippi Rivers. It 
w^as during this trip that he w^as made a lieutenant 
in the United States Army. 

In 1842 Fremont was ordered by the United 
States Government to lead a party which w^as to ex- 
l)lore the Rocky ]\Iountains. He started from St. 
Louis and traveled across the prairies. Many large 
herds of buffalo were roaming about. At times the 
hunters w^ould shoot one of the animals to get a 
supply of fresh meat for the party. The buffaloes 
traveled in big herds and the hunters rode in among 
them where they picked out the animal they wanted. 

Kit Carson, a famous Indian fighter and guide, 
met Fremont at Fort Laramie. Carson had spent 
years on the plains and knew^ all the paths and trails 
across the country. Fremont hired Carson to guide 
the party. While at the fort the explorers were vis- 
ited by an Indian chief who feared that th(^ wiiite 



JOHN CHARLES FREMONT 199 

men had come to make war upon his tribe. Fremont 
explained that he had not come to fight but that he 
only wanted to see the country. This satisfied the 
Indians and they invited him to a dog feast. This 
was the greatest honor that the Indians could pay, 
and they would have been angry if Fremont had 
refused. He went to the Indian camp and seated 
himself upon the buffalo robe which the Indians 
spread before the fire. A dog was being boiled in a 
pot in the center of the wigwam. It was dished out 
and served in large wooden bowls. Fremont had 
never eaten dog meat before and he was sure he would 
not like it. It tasted like mutton, so he tried to think 
it was mutton he was eating. 

After the feast was over, Fremont and his men 
started for the mountains. They could see the snow- 
covered peaks in the distance. Fremont climbed to 
the top of the highest mountain in the Wind River 
Range, which is in AYyoming, and there raised the 
American flag. For many months the party searched 
for a pass through the mountains. Finally they 
turned back and Fremont returned to AVashington. 
There he made a full report about his trip and showed 
the maps and drawings that had been made. 

Almost at once he was asked to head a second ex- 
pedition. This time he was to visit the Oregon 
country that Lewis and Clark had explored, then 
turn south to the Sacramento Yallev in California. 



200 



FAMOUS AMERICANS 



With thirty-iiine iiK^n he traveled through regions 
filled with Indians. One day one of the men in the 
pni'ly lu'cninc so]»nrnt('d from his friends. He sud- 
denly galloped into camp 
yelling, ''Indians, In- 
dians!" At once they 
prepared for an attack. 
No Indians appeared and 
Kit C -arson set out to see 
what had become of 
them. He found nothing 
hut six deer gazing at the 
camp, whose horns looked 
something like Indian 
feathers ! 

Fremont and his party 
moved steadily westward 
until they came to the 
shores of a large lake 
whose waters were salty 
and bitter. This they 
named the Great Salt 
I^ake. Pushing on the> 
J. c 1 rcniont came to the Cohunbia 

Rivci-, wliicli ilicy followed to its mouth. Their 
next step was to go south to the Sacramento Valley 
in Oaliforr.ia. They could find no Indian guides 
to lead them through the mountains. All the 




JOHN CHARLES FREMONT 



201 



Indians said the white men woukl surely die in the 
snow and ice. AVinter overtook them, and the ex- 
plorers wei'e caught in the heavy snow in the moun- 
tains. The horses and mules were lost in the bitter 
cold and some of the men died from starvation. 
After many hardships they finally reached Fort 
Sutter, in the Sacramento Valley. There they rested 




Hardships of Early Western Travel 

and gathered together new animals and supplies. 
The party returned east by way of the South Pass 
where they found the traveling easy and safe. In- 
stead of snow, ice and starvation, they met with 
sunshine, flowei-s, and many wild animals which they 
shot for food. 

Fremont was better prepared when he set out on 



202 FAiMOUS AMERICANS 

his third expedition in 1845. Much of the journey 
was made over the old trails. AVar was expected be- 
tween the United States and Mexico. California 
belonged to Mexico at that time. Fremont was given 
permission by the Mexican general at Monterey, Cal- 
ifornia, to explore that region. While in what is now 
southern Oregon, a United States Army officer, with 
a guard of six men, overtook the party. The officer 
brought messages to Fremont which told him to 
watch over the interest of the United States in 
California. 

After receiving the messages sent by the presi- 
dent at Washington, Fremont turned south. He 
learned that the Mexicans and Indians were prepar- 
ing to attack his camp. He decided to do the 
attacking, and that night his men surrounded the In- 
dians. Giving a whoop and a yell, they rushed in 
and fired upon the I'cdskins, who ran off into the 
forest. 

Tlie American settlers in California were being 
massacred and their homes and wheat-fields burned. 
They banded together, and with Fremont as their 
leader they i)repared to resist all attacks. Castro, 
the Mexican general, was marching toward them. 
News that war had been declared between the United 
States and Mexico had not reached Fremont. Never- 
theless, he decided to carry out the president's orders 
and guard the lives and property of the Americans in 



JOHN CHARLES FRE:\I0NT 203 

California. General Castro had said that he would 
kill every American in Mexican territory. Fremont 
and his men soon cleared northern California of the 
Mexicans and Indians. The settlers then declared 
their independence and Fremont was appointed gov- 
ernor. The Mexicans had retreated south to Los 
Angeles. The Americans started after them. When 
they arrived at the town they found that the INIexi- 
cans had fled. All of California was now in American 
control. 

Governor Fremont sent Kit Carson, the scont, to 
Washington to repoi't what had happened in Cali- 
fornia. Carson returned with General Kearney and 
a force of men who had been sent out to fight the 
Mexicans. When Kearney learned that the Mexicans 
had been defeated he triced to take possession of Cali- 
fornia in the name of the United States Government. 
Fremont refused to allow Kearney to control the 
affairs of the state. Kearney arrested Fremont and 
had him taken to Washington where he was court- 
martialed and dismissed from the army. President 
Polk offered him his old position as head of the 
government exploring parties, but he refused to 
accept it. 

At his own expense Fremont fitted out a fourth 
expedition to California. This time he Avent by way 
of the Rio Grande, a I'egion that had never been ex- 
plored. He reached California in 18J:9 where he was 



204 



FAMOUS AMERICANS 



welcomed by his old friends. He helped them to 
make their laws, and when California was admitted 
to the Union, he was elected to represent that state 
in the United States Senate. 

Gold was discovered in California about this time 
by Captain Sutter. In digging near his fort he un- 
earthed some yellow pebbles. He looked at them 




Gold Fields in California in '49 

carefully and recognized them as gold. News of his 
find spread like wild-fire and soon every one 
stopped work and began to dig for the yellow metal. 
AVord of the discovery reached the East and thou- 
sands of men left their jobs and rushed madly to 
California. Some went overland in great prairie 



JOHN CHARLES FREMONT 205 

schooners, while others sailed around Cape Horn. 
All hoped to become rich in a short time. Many of 
the gold seekers were attacked by the Indians while 
crossing the mountains. Others lost their wa}^ in 
the deserts and were never heard from again. ]\lany 
of the men who did succeed in reaching California 
were successful in finding gold, while others failed 
and were disappointed. 

In 1852 Fremont made a trip to Europe. The 
many hardships he had undergone in the Far West 
had weakened him and he thought the sea voyage 
would help him recover his health. He was received 
everywhere as a great explorer and discoverer, and 
was given medals and other honors l)y European 
geographical societies. After his return to the United 
States he organized his last expedition to the Pacific 
Coast. He hoi)ed to find a route for a railroad across 
the Rocky JMountains. The suffering of the men 
was intense. Some died in the saddle from hunger 
and cold. They were attacked by the Indians, and 
forced to live on horse meat for days at a time. At 
last the party reached California. 

Due to Fremont's great work the American peo- 
ple learned much about the Rocky jNlountains and 
the land to the west of them. He led the way across 
the mountains to California and saved that territory 
for the United States. Not satisfied with that, he 
organized the government of that state. When it 



206 FAMOUS AMERICANS 

was admitted to the Union lie i'ei)resented it in the 
Senate, where his knowledge of the West was of 
great value to the country. One of the highest 
peaks in the Rocky ]Monntains, on which he raised 
the American flag during his first trip, has heen 
named in honor of John diaries Fremont, the great 
pathfinder. 

SrCGESTIONS 

Tlic success of this lesson will depend largely npon the 
ability of the teacher to stimnlate the imaginations of the chil- 
dren and to carry them back and forth across the continent. 
The desired effect may be gained through contrast. Compare 
the safety and comforts that the East offered with the dangers 
and privations that were the lot of the explorer of the West. 
A few hardy Americans had reached California by sailing 
around Cape Horn or l)y way of Panama, but no one had dis- 
covered a pass through the Rocky IMountains. Show what a 
ijreat service Fr(>mont rendei-ed. A sand table may be used with 
effect during tliis lesson, or the five journeys of Fremont may 
be shown in colored chalk on a blackboard map. In conclusion, 
review t!ie succ(>ssive steps in the expansion of the United 
States and link the names and deeds of the men who were 
responsible for each addition of territory. 

QUESTIONS 

1. Why does a man want to leave a c()mfortal)le iionie to 
explore wild and dangerous places? 

2. Are there any "patlifindei-s" to-day? If so, where? 
■I How did Fi-emoni lielp the jK'ojile of this countiy? 

4. What new territoi-y was added to the United States 
through his work? 



JOHN CHARLES FREiMONT 207 

5. Who was Kit Carson? 

6. What I)ody of water was discovered on the second 
expedition? 

7. AVhat great discovery was made at Sntter's camp? 

8. Wliy was Fremont conrt-martialed? 

0. Wliat were the results of Fremont's expeditions? 
10. Were Fremont's services as great as those of Lewis and 
Clark? Why? 

REFERENCES 

Dellenbang'h : Frenioiif <ni(l '49. 

Glazier: Heroes of Three Wars. 

Grinwell: Trails of the Pathfinders. 

Sabin : With Carson anel Fremont. 

Thayer: Men Who Win; or Making Things Happen. 



CHAPTER XX 



ELT WHITNEY 



Born : Westborongh, IMassaclnisetts, December 8, 1765. 
Died: New Haven, Connecticut, January 8, 1825. 

In 1784 an American vessel arrived at Liverpool, 
in England, with eight bags of cotton aboard. They 
were seized by the custom-honse officers who did not 
believe that cotton conld be grown in America. How- 
ever, it had been raised there, and for several years 
afterward a few bags were sent yearly to England 
to be made into cloth. The amount of cotton grown 
each year was very small, due to the fact that all the 
seeds had to be removed from the cotton-boll by 
hand. 

Now the amount of cotton grown in the United 
States is over seven billion pounds yearly. The great 
increase in pi'oduction is not due to the growth of the 
country, but to the invention of a machine called the 
cotton-gin, which separates the cotton fibers from 
the seeds. Before its invention the cotton and seeds 
were separated by hand. Tt took ten hours to part 
one ])ound of cotton fibers, or lint, from the three 
pounds of seeds contained in it. 

208 



ELI WHITNEY 209 

Eli Whitney, the inventor of the cotton-gin, was 
not born in tlie Sonth, wliich is the land of cotton. 
He knew little about how cotton was grown or pre- 
pared for weaving into cloth until he was a grown 
man. His father owned a rocky farm in New Eng- 
land and also had a tool shop. Young Eli was more 
interested in tools than in farming. Every spare 
moment was spent in the shop where he built bird 
houses, dog kennels and clumsy pieces of furniture. 
His father thought that children should be seen and 
not heard, and was often annoyed by the questions 
the boy asked. 

One Sunday Eli made believe lie was sick. 
His family went to church that morning as 
usual and left him all alone. As soon as they were 
out of sight his sickness disappeared. For a long- 
time the boy had wanted to know what made his 
father's watch tick. He ran up the stairs and took 
the timepiece from his father's I'oom. Then he sat 
down on the floor and opened the back of it with 
his pocket knife. Eli saw the wheels and springs, but 
he could not find out just where the ticking came 
from. He took out the wheels and springs until he 
had them all spread on the floor before him. Sud- 
denly he realized that it was noon and his father 
would soon return from church. As quickly as he 
could he put all the wheels and springs back into the 
watch case. He was just in time. When the family 



210 FAMOUS AMERICANS 

entered he was sitting in a chair gazing out of the 
window. For several days he was afraid that his 
father would find something wrong with his watch. 
Nothing happened, and many years passed before 
the story was told. 

Once Eli's father returned from a trip and asked 
Mrs. Whitney if the boys had been doing their work 
while he was away. She told him that they had and 
that Eli had made a fiddle. "That boy will 'fiddle' 
away his whole life," said the father. The fiddle, 
however, was well made and had a very fine tone. 

During the Revolution, Eli asked his father to 
let him make and sell nails. At that time nails were 
made by hand. Most of them were sent over from 
England. His father saw there would be a big de- 
mand for nails, since none had been received from 
England during the war. He agreed, and the boy 
set to work. During the war he sold all the nails he 
coukl make. When the war was ended and England 
began to send nails to this country again, Eli found 
that he could not make them cheap enough to hold 
his trade. He turned his attention to making walk- 
ing sticks and hat ])ins. 

When Eli Whitney was nineteen years old he 
decided that he wanted to go to college. His father 
could not i)ay for his education, so the yoimg man 
taught school for the next four years in order to earn 
the money he needed. AVhen he completed his col- 



ELI WHITNEY 211 

lege course lie wanted to study law. Again he was 
without money, so he accepted a position as teacher 
in a small school in Georgia. On board the ship 
which took him South he met the widow of General 
Nathaniel Greene, one of the heroes of the Revolution. 

Upon learning that the salary offered was not so 
much as he had expected, Whitney would not accept 
the position and began to study law. Mrs. Greene 
invited him to make his home at her mansion. There 
he could study at his leisure. While staying there 
he was always fixing or making toys for the children. 

One day jNIrs. Greene received a visit from several 
friends who owned plantations in the neighborhood. 
They talked about the trouble they were having in 
getting the cotton separated from the seeds. Mrs. 
Greene told her visitors about the young school- 
teacher, Eli Whitney, who was stopping at her home. 
She said that he was very clever in making things 
for herself and the children. Perhaps he could help 
them. Whitney was called from his room where he 
was studying, and introduced to the cotton planters. 
He became greatly interested in the trouble they 
were having in j^icking out the cotton seeds. A few 
days later some cotton was sent to him and he set to 
work. A workshop was fixed u^^ in the basement of 
the Greene mansion. After several months Whitney 
invented a machine that would quickly and cheaply 
separate the cotton fibers from the seeds. 



212 



FAMOUS AMERICANS 




Mrs. Greene was greatly delighted with the suc- 
cess of her guest. She invited all her friends to see 
the wonderful machine which could do the work of 
a thousand hands. AVhitney was praised by the 
planters who urged him to patent his idea and man- 
ufacture cotton-gins. He had no money and hesi- 
tated to give up the study of law. Finally, he agreed 
to form a partnership with a friend who was to pro- 
vide all the money that was needed. 

Eli Whitney returned to New England, where he 
could get the tools and materials for making the 

cotton-gin. He built a 
factory in New Haven, 
Connecticut, and soon be- 
gan to feel that he was on 
the road to success. 
Things did not turn out 
as he had expected. His 
factory was burned and 
he learned that other 
cotton-gins were also be- 
ing made and used. He 
went to the courts of law 
to stop other manufac- 
turers from making cotton-gins. Many 3^ears and 
much money were spent before he succeeded. Whitney 
never made very much money from his invention. 
Later he turned his attention to the making of rifles 



Lottoii-.uin 



ELI WHITNEY 213 

for the United States Army. In this he was more 
successful than he had been with the cotton-gin. 

The people who did gain by Whitney's first in- 
vention were the cotton planters of the South. They 
could clean the cotton faster than ever l)efore. 
Slavery was not profitable until the invention of 
Whitney's cotton-gin. Great fields of cotton were 
planted all over the South as soon as the machine 
was used. The negroes were put to work plowing 
the ground, somng the seeds, and weeding and tilling 
the fields. After the cotton was picked it was car- 
ried to the cotton-gin, where the seeds were quickly 
removed. The cotton lint was then made into 
bundles of about five hundred pounds each, and 
shipped to the mills of England or New England, 
where it was woven into cotton cloth. The invention 
of the cotton-gin by Eli Whitney makes it possible 
for us to buy cotton clothes at reasonable prices. 

si(;gkstions 

Confusion will arise in the minds of the children if time 
relationships are not made clear in the transition from explorers 
to inventors. The cotton-gin was invented more than fifty 
years before Fremont crossed the Rocky Mountains, twenty 
years before Perry won his victory on Lake Erie, and even 
liefore Lewis and Clark made their journey to the Pacific. A 
text-book developed lesson, using the paragraph as a unit, will 
allow plenty of opportunity for the teacher to add the supple- 
mentary facts necessary to make the point clear. If a cotton 



214 FAMOUS AMERICANS 

boll can be secured, to be used in demonstrating how difficult 
it is to romove the seeds from the fibers, the success of the les- 
son is assured. Tlie social and economic consequences of this 
invention — the impetus it gave to slavery in the South and to 
manufacturing in the Noi-tli — sliould l)e drawn from the chil- 
dren by questions and discussions. 

QUESTIONS 

1. How did Whitney work his way through college? 

2. How did the invention of the cotton-gin change the history 
of the South? 

3. Did the invention of tlie cotton-gin make cotton cheaper? 
AVhy? 

4. AVhat effect did the invention of the cotton-gin have on 
slavery? Why? 

5. Point out the cotton belt of the United States. Why is it 
located in that region? 

f). AVhat are the uses of cotton? 

7. The invention of the cotton-gin was one of the causes of 
the Civil War. Can you explain why? 

8. Where are the big cotton mills in this country? 

9. AVhy are they located there? 

10. Is an inventor as great as a soldier? Why? 

KEFICRENCKS 

Brooks : Historic Americans. 

Hale : Stories of Invention. 

Hes : Leading American Inventors. 

IMorris : Heroes of Progress in America, 

Perry : Four American Inventors. 



CHAPTER XXI 



ROBEET FULTON" 



Born: Little Britain, Pennsylvania, November 14, 1765. 
Died : New York, New York, Febrnary 24, 1815. 

When Columbus came to America it took him 
three months to make the trip. Neither he nor any 
one else thought that the same trip could be made in 
five days. They would have said that such a thing- 
was not possi])le. Three centuries later there lived 
in America a boy named Robert Fulton. Once he 
was told that an invention upon which he was work- 
ing was impossible. He replied, "Sir, there is noth- 
ing impossible!" His many inventions served to 
prove that he was right. AVhile he was a boy, young 
Fulton was always busy working out some new idea. 
He spent all of his spare time working on some 
"original notions," as he called them. Often he 
neglected his studies. One day Fulton was late for 
school and was scolded by his teacher. He explained 
that he had found some strips of lead and had stopped 
at a blacksmitirs shop to beat them into pencils. He 
gave one to the teacher who, after using it, said that 
it was the best he ever had used. 

215 



216 FAMOUS AIMERICANS 

Fulton's childhood was spent in Lancaster, 
Pennsjdvania, where he often visited the gunsmith's 
and blacksniith's sliops. lie drew plans of guns for 
the men in the shop and they became interested in 
the suggestions of the boy. Near the town was a 
stream wdiere the boys often fished and swam. When 
fishing they used a big flat-bottomed boat. The 
woi'k of poling the boat about took away much of the 
pleasure of the sport. Young Fulton disliked hard 
work so much that he began to think of some means 
of making the work easier. 

He built a set of paddle wdieels for each side of 
the boat and fastened a handle to them. The paddles 
would dip into the w^ater and move the boat along 
when they were fitted to the boat and the handles 
turned. With one l)oy turning the handles and an- 
other sitting in the I'ear and steering with an oar, 
the boat easily could be sent in any direction. As all 
the boys in the neighboi'hood were anxious to try the 
new paddle-boat young Fulton had plenty of rest 
and time to fish. 

Fulton was eleven years old when the Declaration 
of lndei)en deuce w^as signed. The American and 
English troops were often in the neighliorhood of the 
little town ill whicli he lived. He was a firm little 
patriot himself and wanted to show his loyalty in 
every way possible. Two years after the signing of 
the Declaration of Indepc^ndence the towai officers 



ROBERT FULTON 217 

ordered the people not to l^uni caudles in celebration 
of the day. At that time caudles were scarce and 
badly needed in the army. Young Fulton got some 
powder fi'om the gunsmith. Then he bought several 
large sheets of cardboai'd. With these he made 
Roman candles and sky-rockets. On the fourth 
of July he and the other boys in the town went into 
the square where they built a bonfire, and "lit up 
the heavens." The older peoj^le of the town, who 
knew nothing about it, gathered in the square when 
they saw the fire and heard the noise. They were 
greatly surprised and much pleased, as many nevei' 
had seen fireworks before. 

As Fulton grew older he foimd it necessary to go 
to work. He could spend no more time working out 
''original notions," l)ut must find something to do 
that would bring him some money. He was ver\ 
fond of painting and drawing, so he decided to be- 
come an artist. He had a veiy good fi'iend in Phila- 
delphia who was an artist and who offei-ed to help 
Fulton. After spending four years in Philadelphia, 
where he painted portraits and drew pictures of 
machines, he went to Europe where he hoped to add 
to his fame as an artist. 

Fulton spent twenty yeai'S in England and 
France. Only a part of that time was spent in draw- 
ing and painting. His desire to try out new ideas 
drew him from painting just as it had kept him from 



218 



FAMOUS AMERICANS 



his studies when a boy. He often dreamed of a boat 
that would move without the help of wdnd or sail. 
He made many attempts to make that dream come 
true. Long before he succeeded in making a steam- 
boat he invented many other things, among them 
torpedoes, and a submarine or ''diving boat." These 
inventions attracted the attention of the English, 
French and United States Governments because of 
their value in case of war. 



France. It was to 



The steamboat that Fulton had dreamed of for 
years was built in 1803 while he was staying in 

move with the aid of paddle 
wheels and was to 
make a trip up the 
Seine River. On the 
morning that the first 
trip was to take place, 
a messenger rushed to 
Fulton and cried, 
"Oh, sir, the boat has 

The First Steamboat Ever Built to brokcU to picCCS and 
Carry Passengers. x xt ^ ±1. m 

gone to the bottom!" 
AVhen Fulton arrived at the river he found that the 
weight of the engine had broken the boat in two. He 
at once built a newer and stronger vessel which made 
a trip on the river. 

Fulton was not entirely satisfied with his steam- 
boat. He felt that he could work out his invention 




ROBERT FULTON 219 

better on the rivers in the United • States. He re- 
turned to America and began to build a vessel on the 
Hudson River at New York. Not having enough 
money of his own he tried to borrow what was needed 
to finish the boat. He had a great deal of trouble in 
doing this, as people refused to believe that a vessel 
could be built that would travel by steam and go four 
miles in an hour. One gentleman, on being asked to 
lend one hundred dollars, offered to do so as a favor, 
not because he believed Fulton's experiment would 
be a success. When his name was put on the list of 
those advancing money he cried, "No, no. Just put 
down one hundred dollars with no name to it, I 
shouldn't want those who come after me to learn that 
I was such a dunce as to believe Fulton or anybody 
else ever could make a ])oat go with steam and move 
four miles an hour." 

The needed money was secured and the work 
went on. Often the peoi)le of the town poked fun at 
"Fulton's Folly," as they called the steamboat. 
When the vessel, which was called the Clermont, was 
finished in the spring of 1807, the people of New 
York gathered on the shore to laugh and shout at 
Fulton and his foolishness. On the morning of 
August 11, 1807, the wheels slowly turned, and the 
Clermont moved out and up the river. The crowd 
on shore was surprised. Instead of jeering they 
cheered and shouted as long as the boat was in sight. 



220 FAMOUS AMEKTOANS 

People gathered all along the hanks of the Hudson 
as the vessel steamed up the vivvv to Albany. Many 
who had not heard of the buihling of the boat won- 
dered what it was. Some talked of the sea monster 
that they had seen, and said that it belched forth fire 
and smoke. 

The trip to Albany, a distance of one hundred 
and foi'ty miles, was made in thirty-tw^o honi's. The 
I'etnrn trip down the river was made in exactly thirty 
hours. This was much faster than could be done in 
a sailing vessel. Many owners of sailing boats are 
said to have tried to destroy the Clcniiout because 
they feared their trade would be ruined. For the re- 
mainder of the year the boat ran constantly between 
NeV York and Albany. It became more and more 
popular, both with travelei's and merchants who 
wished to ship freight. 

Before Rol)ert P^dton died he built man}^ steam 
vessels and saw them running successfully on many 
of the rivers in the country. Their success w^as so 
great that he made a larg(» fortune. In spite of many 
years of failure and discouragement he had con- 
tinued his work and made it a success. Coming be- 
fore the train, Fulton's invention made possible the 
use of the great water highways of our country. It 
also helped in (U'vcloping the millions of acres of 
fertile land that lie along the Ohio and Mississii:)pi 
Rivers. 



ROBERT FULTON 



221 





' ^m^- t 










! 






%< . .,».. . 








<■ -4 


*s* ' ~ 


■^ , 1 to 


.mmaa..!^. 


--,: -V^.-* 






^iiiS*i'«iWA«^P«'!»lii(S*'l'- 







The Clcniiont. the I'"irst Steam Packet 
SUGGESTIONS 

Assign the account in the text for home reading- in prepara- 
tion for the class-room lesson. Using the questions on the 
text, draw from the children the facts they have read. Make 
an outline of the main facts on the lioard. AVhen the outline 
is complete, ask for a recital of the entire account by several 
of the members of the class. AIIoav them to refer to the outline 
as they recite. In discussing the value of the invention to the 
world draw a contrast between the new method and that used 
by Columbus. List the advantages on the blackboard. Show 
that later improvements in water transportation are based upon 
Fulton's invention. If possible, secure pictures of different 
types of vessels and paste them on a rear blackboard where the 
children may examine and discuss them at their leisure. 

QUESTIONS 



1. In what things was Fulton interested as a boy? 

2. AVhat was the fate of Fulton's first boat? 



222 FAMOUS AMERICANS 

3. TIow (lid l^'iiltoirs skill at (li'a\\in«i' licl]) him to invent the 
steamboat? 

4. AVliy Avere people afraid to h'lid money to Fnlton? 

5. What other things besides the steamboat did he invent? 

n. IIow ai'e tlie steamers of t()-da\' different from the 
Clermont "t 

7. Is the steamboat an improvement over tlie sailing vessel? 
Why ? 

8. Which has been more valnable to the country, the train 

or tlie steamboat? Why? 

9. Was Fnllon different from othei- people? If so, how? 

10. C'onld we do without tlie steamlioal to-day? If so, what 
could we use in its place? 

KHPERENCES 

Holland : Historic Boyhoods. 
lies : Leading American Inventors. 
Morris : Heroes of Progress in America. 
Perry: Four American Inventors. 
Rutcliffe: Rohert Fid ton. 



CHAPTER XXII 

GOVERNOR CLINTON AND THE ERIE CANAL 
1817-1825 

A HUNDRED years ago there were no trains and few 
steamboats for the traveler to use. The only means 
of making- a jonrney aei'oss eonntry was by stage- 
coach or on horseback. This method of travel took 
a long time and was very uncomfortable. Goods also 
had to be carried overland in wagons or on the l)acks 
of pack-horses. It was ver}' costly to move freight 
for long distanc(\s. The pioneers who had settled in 
the West found it very difficult to send the wheat 
they had grown l^ack to the eastern markets. It cost 
more than the wheat Avas worth to send it by wagon. 
Ten dollars were charged to carry a barrel of flour 
from Buffalo to Albany. As a result, very few goods 
were shipped either east or west. jNleans had to be 
found l;)y which goods could be carried quickly and 
at a low cost before the West could be united with 
the East. 

The need for closer connection l)etween the two 
sections of the country" was seen by George AYash- 
ington, Alexander Hamilton and other far-seeing 

223 



224 FAMOUS AMERICANS 

men. Canals had been used for liuudreds of years in 
the countries of Euro])e, and it was suggested that a 




DcWitt Clinton 



canal should be built across New York State from 
Lake Erie to the Hudson River. Many attempts were 
made to start the work, but it was not until DeAMtt 



THE ERIE CANAL 225 

Clinton was elected governor of the state that the 
work began in earnest. 

While acting as secretary for his uncle, who was 
governor of New York at that time, young Clinton 
often heard friends and visitors talking about the 
need of a waterway across the state. There were sev- 
eral small rivers that could be used in joining the 
waters of the Great Lakes and the Hudson River. 
When his uncle retired from office, DeWitt Clinton 
continued to be interested in politics. He became a 
meml)er of the State Asseml)ly and from that time 
until his death he was in the service of his state or 
country. 

It was in 1801, during the time he was mayor of 
New York City, that Clinton succeeded in having a 
commission appointed to explore the Mohawk Valley 
which stretched fi'om east to west across the state of 
New York. The commission was to decide where it 
would be best to build a canal. It was decided that a 
canal should be built from the city of Buffalo on 
Lake Erie, to Albau}^ on the Hudson River. The dis- 
tance was over three hundred and sixty miles, and 
the canal would cost a great deal of money. The 
United States Government was asked to help pay the 
cost of the canal, but Congress did not think it should 
sjDend public money for that purpose. 

War was declared against England in 1812 befoi'e 
the final plans were made to build the canal. The 



226 FAMOUS AMERICANS 

hardships and heavy costs tliat had to bo faced in 
carrying sailors and figliting materials to the Great 
Lakes for tlie nse of Oliver Perry showed the need of 
a canal. Jnst as soon as the war was over, DeAVitt 
Clinton began to work to have the plans for the 
canal carried ont. A new commission, of which 
Clinton Avas a member, wrs appointed to eom])lete 
the plans. Clinton felt that the work was not moving 
fast enongh. His friends thronghont the state who 
were interested in his plans, elected him governor of 
New York in 1817. On the fourth of July of that year 
the first work on the canal was begun at Rome, New 
York. There were no steam-shovels in those days to 
take out the dirt by the wagon-load. Every bit had 
to'be removed l)y pick and shovel. It takes several 
l)illioii sliovclsful to dig a canal three hundred and 
sixty miles long, forty feet wide and four feet dee]). 
]\lany people thought the canal never would be fin- 
ished. They believed it would be a failure, and often 
laughed and called it "Clinton's Big Ditch." 

On October 26, 1825, the great canal that stretches 
across the State of New York and joins the waters 
of Lake Erie and the Hudson River was completed. 
Plans were made for a great celebration. The city 
of Buffalo was decorated with flags and banners. 
Bands ])layed and s])eeches were made. Governor 
DeWitt Clinton and the members of the Canal Com- 
mission ])araded through the streets. They marched 



THE ERIE CANAL 221 

to the Erie Canal where the canal boats were waiting, 
Governor Clinton and his party boarded the Seneca 
Chief which was decorated for the occasion. Two 
kegs were filled with Lake Erie water and placed 
aboard the craft. When the governor's party was 
ready, horses were hitched to the boat and started 
down the tow^ path which ran along the side of the 
canal. By this means the canal' boats were pulled 
along. 




Erie Canal 

All the towns through which the canal passed wel- 
comed the canal boat, Seneca Chief, and the governor 
of New York and his friends. Guns boomed and 
flags were waved. Stops Avere made at many i)oints, 
and dinners were given to the governor and the mem- 
l)ers of the committee. Many speeches were made in 
honor of the success of the great work. When the 



228 FAMOUS AMERICANS 

canal boats reached Albany tliey were towed down 
the Hudson River to New York by steamboats. They 
arrived at the city whai'ves on the morning of No- 
vember 4, 1825. At nine o'clock they set out for the 
open sea, where Governor Clinton poured the water 
from Lake Erie into the Atlantic Ocean. 

By joining the waters of Lake Erie and the At- 
lantic Ocean, DeWitt Clinton had opened a new pas- 
sage between the East and the West. The farmers of 
western New York could now send their products to 
the East at low rates. Instead of paying ten dollars 
for the freight on a barrel of flour they had to pay 
only thirty cents. Also, it took much less time to 
carry a load of goods by canal boat than by wagon. 
Cities grew up all along the canal. There was no fear 
now that the new towns would be unable to get the 
things they needed from New York City, or to send 
their goods there. 

SUGGESTIONS 

The part that canals have played in the development of 
this country is likely to be overlooked unless the fact is pointed 
out clearly. The Erie Canal represented the realization of the 
ambition of DeWitt Clinton. Tlie children should be told that 
the level of Lake Erie is hig-her than the level of the Hudson 
River at Albany. The need for canal locks should be explained. 
If simple sketches are made on the board to show how the locks 
Avork the interest of the children will be heightened. If a sand 
taljle is available, a model of New York State may be made. In 
this way better results are obtainable than can be achieved by 



THE ERIE CANAL 229 

means of blackboard sketcbes. Tbe recent revival of interest 
in inland Avater transportation shows that the days of the canal 
are not over. A survey of the great modern canals may be 
made at this point and the uses of each indicated and explained. 

QUESTIONS 

1. What is a canal? 

2. Are canals built in level or mountainous country? AVhy? 

3. Where are some of the big canals in use to-day? 

4. Why was the Erie Canal built in tlu^ ]\rohawk Valley? 

5. What two sections of the country did the Erie Canal tie 
together? 

6. Is it as important to-day as it was seventy-five years ago? 
Why? 

7. Is the Erie Canal used to-day ? Why ? 

8. What things have been shipped l)y means of the Erie 
Canal ? 

9. How did the building of canals affect freight charges? 
10, What results were due to the building of the Erie Canal? 

REFERENCES 

Campbell: Life and Writings of DeWitt Clinton. 
Foote and Skinner: Makers and Defenders of America. 
Hepburn: Artificial Waterways of the World. 
Hulbert : The Great American Canals; the Erie Canal. 
Jenkins: Li}'fs of the (iovernors of the State of Neiv 
York. 



CHAPTER XXTTI 

THE STORY OF THE FIRST TRAIN 
August 8, 1829. 

For many years after it was discovered that steam 
could be used to turn wheels and do work, engines 
were l)uilt to punii) water from mines and turn ma- 
chines. Robert Fulton went one step further and 
used steam to move a ship. ]\lany years passed after 
the invention of the steamboat before a successful 
steam-train was built. Long before Fulton's success 
many attempts were made to l)uild an engine on 
wheels. In Europe, England and America, many 
men spent time and money in their efforts to produce 
a train that would run on tracks. Tracks, or rails, 
were in use for over fifty years befoi'e a locomotive 
was ever run on them. Coal Avas carried out of 
mines in cars on tracks. The cars were pushed along 
by young boys. Later, tracks were built between 
cities and carriages diawn by horses were used on 
them. 

As far back as 1765 John A\'att, an Englishman, 
built a steam-engine that could move itself. There 
were many faults to be found with Watt's engine, 

230 



STORY OF FIRST TRAIN 23] 

and it was not until 1814 that another Englishman, 
George Stephenson, built a locomotive that really was 
successful. Some time later he asked permission to 
build a railroad between two towns. He said that his 
engine would be able to go twice as fast as the stage- 
coaches. Stephenson was called before the commit- 
tee that was to decide whether or not he should be 
allowed to build the road. One of the members of 
the committee said to him, "Suppose now, that one 
of your engines was going at the rate of nine or ten 
miles an hour, and that a cow were to stray on to 
the track and get in the way of the engine; would 
not that be yqvy awkward?" Stephenson replied, 
"Yes, very awkward, — for the cow!" He received 
joermission, and the road was finished in 1825. 

Americans were slower than the English in pro- 
ducing a steam-train. One of Stephenson's locomo- 
tives arrived in New York in 1829. Tt had been 
ordered by Horatio Allen for the Delaware and Hud- 
son Canal Railway Company. A railroad had been 
built from Carbondale to Honesdale, in Pennsyl- 
vania. Upon the arrival of the locomotiA^e, which 
was named the Stonrhridfjc Lion, Allen prepai'ed to 
make a trial trip. The rails were of wood and many 
bridges and trestles had to ])e crossed. On August 
8, 1829, the crowd gathered to see the trial trip of th(^ 
locomotive. When they saw the engine they begged 
Allen not to risk his life m it. The Stonrhndr/f Lion 



FAMOUS AMERICANS 




A I'ew l-'arly Cars Were I'ropellcd by ihc Wind 

stood on the tracks, puff iii,^' and snorting. Tt seemed 
to be ready for a race. Allen jnnix)ed nj) on the en- 
gine and invited the crowd to make the trip with 



STORY OF FIRST TRAIN 283 

him. Not a single person offered to go. Tlie 
engineer pulled the throttle open and the locomotive 
roared and dashed through the woods. 

The locomotive and its driver returned safely. 
The engine was too heavy for the wooden tracks and 
light bridges. It was placed in a shed alongside the 
tracks, and the owners tried to sell it. Many cui'ious 
people went to see the first steam-engine that ran in 
America, but no one offered to buy it. These people 
took away, bit by bit, the pieces that were easily re- 
moved. Finally, what was left of the St on rh ridge 
Lion was sold for old iron. 

The year following the trip of the Sfourbridge 
Lion, the South Carolina Railway Company, which 
had been using horses to draw its cars, ordered, a 
locomotive to be built at West Point, New York. 
This was the first locomotive made and used in the 
United States. The engine was named Best Friend, 
and could run from sixteen to twenty-one miles an 
hour. A negro fireman whose duty it was to keep 
the fire burning under the boiler soon grew tired of 
putting wood on the fire. He decided to shut the 
safety valve to stop the loss of steam. He not only 
tied down the lever, but sat upon it. The steam could 
not escape and the boiler burst. The Best Friend 
was blown to pieces and the fireman disappeared. 
The second engine used on the South Carolina Rail- 
road was built the next vear. Six bales of cotton 



234 FAMOUS AMERICANS 

were placed on a car directly in back of the engine 
to protect the passengers in case the boiler exploded. 

Peter Cooper, who was a wctdthy landowner in 
Baltimore, had been experimenting with steam- 
engines. He finally completed one after many trials. 
Tills engine was so small that it was named Tom, 
Thumb. The Baltimore and Ohio Railroad Company 
gave Cooper permission to try his engine on their 
tracks. On the trial ti-ip it went over thirteen miles 
in less than an honr's time, carrying a car with 
thirty-six passengei'S. 

On the return trip the driver of a gray horse 
challenged Cooper to a race. He agreed, and as the 
tracks lay close ])eside a level road, the race began. 
At first the horse took the lead; the engine moved 
slowly as it picked up speed. Slowly Cooper's "iron 
horse" gained oil the one of flesh and blood. Soon 
they were racing side by side. The driver used his 
whi]), l)nt the horse conld go no faster. The locomo- 
tive pulled ahead and the passengers gave a shout of 
victory. They shouted too soon, for at that moment 
a belt slipped and the engine slowed down. In spite 
of all he could do, Peter Cooper could not replace 
the belt in time to prevent the hoi'se from getting so 
far ahead as to win the race. 

The early railroads in oui' country used horses 
for ])ower. (li'adually, more and more steam- 
engines were built. Mathias W. Baldwin, of Phila- 



STORY OF FIRST TRAIN 



235 



(Iclpliia, became a leader in this work. At first he 
worked as a watchmaker, but soon he turned his at- 
tention to locomotives. To-day the shops that he 
started build locomotives for use in all parts of the 
world. In 1834, Baldwin built an engine for the 
Philadelphia and Columl)ia Railroad. The managers 
of the road felt that it would not be a success, so they 
placed relaj'S of horses every five miles for use in 
case of a breakdown. They were not altogether 
wrong, as the passengers were called upon several 
times to get out and start the train again with a push. 
The engine continued in use for some time. An ad- 
vertisement was printed in the papei'S which read, 
"The locomotive engine Iniilt by INI. W. Baldwin of 




The I*"irst Train Out of Albany, New York, 1830 

this city v;ill depart daily when the weather is clear, 
with a train of passenger cars. On rain}^ days horses 
will be attached." 

The first tracks used for engines were made of 
strips of wood, put end to end. These wore out so 
quickl}^ that strips of iron were fastened to the tops 
of them. Sometimes, when the weight on them was 
too great, the rails would curl up and run through 



236 FAMOUS AMERICANS 

the floor of tlic car. Some of the roads usod l)roa(l 
flat stone for rails. As the trains became larger and 
heavier, solid steel tracks were used. The first of 
these had grooves cut in them. The wheels were made 
so that they would fit into the spaces in the tracks. 
This did not work ^'ery well, and the smooth tracks 
soon took the place of the grooved ones. 

The coaches for the passengers were like rickety 
old boxes. In the sunnner the passengers would 
roast; in the winter they were almost frozen. The 
seats grew harder and harder as they jolted and 
bounced along. The smoke and dirt from the engine 
added to the discomfort of the travelers. An old 
gentleman recently remai'ked that whenever he 
smelled peanuts roasting he thought of the first ride 
he had taken on a steam-train. 

Few people though.t the railroad ever would be 
used for traveling long distances. The engines were 
poor and slow, and the cars imcomfortable. No one 
ever thought of taking a long trij) in one of them. In 
1835 a man was making a speech in favor of building 
a railroad between Philadelphia and Harrisburg, in 
Pennsylvania. He said there were some persons lis- 
tening to him who would live to l)e able to eat break- 
fast in Harrisburg and take sup])er in Philadelphia 
the same day. As he sat down, one of his friends 
said, '^ That's all very well to tell the crowd, but you 
and I are not such big dunces as to believe it." Both 



STORY OF FIRST TRAIN 237 

men lived to travel the distance in less than three 
hours. 

To-day, big i:)owerful locomotives which weigh 
hundreds of tons have taken the place of the tiny 
To))i Thuvih. Steel cars with comfortable seats and 
sleeping berths have replaced the uncomfortable 
wooden coaches. As these many improvements were 
made the railroad lines spread farther and farther 
westward. To-day the entire country is covered 
with railroads, and we can travel anywhere with as 
much pleasure and comfort as if we were living in 
our own homes. 

SUGGESTIONS 

In preparation for this lesson the children shoukl be told 
the story of man's attempt to solve the problem of transporta- 
tion. First, he carried goods on his own liack. Later, he domes- 
ticated animals and nsed them to carry his bnrdens. Wheels 
were invented and carts were bnilt. Still he was not satisfied. 
Greater speed was desired. The invention of the steam-engine 
and the advent of the train were steps that helped to make the 
solution of the problem easier. A text-book developed lesson 
will serve as the medium for presenting the story of the first 
train. Use the paragraph as a unit and have the first one read 
aloud by one of the children. (All other books should be closed.) 
Ask for a resume of the paragraph liy another child. All snc- 
ceeding paragraphs should be read and reviewed in the same 
manner. If an explanation of the principle of the steam-engine 
was not given in connection with the account of the steamboat, 
do so at this point. The dancing lid on top of a boiling kettle 
is familiar to all children and it serves as a practical illustra- 
tion of the power of steam. 



238 FAMOUS AiMEEICANS 

QUESTIONS 

1. Did you ever make a railroad trip? If so, can you tell 
all about it? 

2. How was steam used before trains were ])uilt? 

3. "Who built the first successful locomotive? 

4. AVhat is the difference between a steam-engine and a 
locomotive? 

f). Why were people afraid to ride on the first trains? 
G. How are the railroads of to-day different from those 
of 1830? 

7. AVhy are we beginning to use electricit}' instead of steam 
to drive our locomotives? 

8. Do you tliink we will always have trains? Why? 
f. What has been done to make railroad travel safe? 

10. AVhat would happen if all trains stopped running for a 
week ? 

• REFERENCES 

Dunbar: Ilhtory of Travel in America, Vol. 3. 
Foote and Skinner: Makers and Defenders of America.. 
Ilulbert : Pilots of the Republic. 



CHAPTER XXTV 

CYRUS HALL MCCORMICK 

Born : Walnut Grove, West Virginia, February 15, 1809. 
Died : Chicago, Illinois, May 13, 1884. 

A CENTURY ago a boy working on a farm had to 
cut grain Avith a scythe, which is a curved blade fast- 
ened to a h)ng bent handle. The work was very 
difficult and disagreeable, and the boys were not 
fond of helping during the harvest. Cyrus Hall 
McCormick was like all other boys who lived on farms 
in those days. He did not like to cut wheat with a 
scythe. After a long day in the field his back and 
arms were tired. For many years the father of Cyrus 
McCormick had been trying to invent a machine that 
would cut the grain more quickly than it was done by 
hand. He dreamed of a time when a farmer could 
sit behind two horses and drive through a wheat-field 
while the grain fell in neat bundles along his path. 

Young Cyrus often watched his father as he 
worked in the tool shop. Soon the boy grew to like 
tools. Like Eli Whitney, he cared more for the car- 
penter and machine shops than he did for the woods 
and fields. The elder McCormick grew discouraged 

239 



240 fa:\ious ameeicans 

and gave up trying to make his niacliine. Tlio son 
took up tlie work where th(^ father left off. By 
carefully observing the faults of the old machine, he 
accomplished what his father had failed to do. The 
first successful reaper was completed in 1831. 

McCormick spent the months following the har- 
vest of 1831, and a short time before the grain was 
ripe in 1832, in imi:)roving the machine. When the 
wheat was ready to cut he drove the machine, which 
he called a reaper, to the nearest town. There he 
showed the people how it worked. A crowd of more 
than a hundred gathered. Nearly every man in the 
crowd had cut wheat and oats with a scythe. Few 
believed that a machine could be made that would 
do the work. 

Tli(^ wheat-field that McCormick selected to show 
what his machine would do was very hilly. The 
rea])er jolted over the uneven ground, and crushed 
and tore more wheat than it cut. The farmer who 
owned the field grew angry and refused to allow 
McCormick to continue. The men sitting on the 
fence at the side of the field began to laugh and jeer. 
"It's a humbug," said one. "Give me the old scythe 
and cradle," called another. These men worked 
from twelve to fourteen hours a day for five cents 
an hour. They were afraid they would lose their 
jobs if the reaper was a success. 

The young inventor was in despair at the refusal 



CYRUS HALL McCORMICK 241 

of the owner of the field to give the machine a longer 
trial. McCormick believed that the reaper conld do 
the work, and he was anxious to show the crowd that 
it could. One of the men looking on offered the use 
of his field, which was just across the road. This 
field was smooth and level. The offer w^as accepted 
gladly. Before nightfall six acres of wheat had 
been cut. McCormick then drove the reaper to the 
center of the town where he exi)lained to the people 
how it worked. He continued to improve his inven- 
tion for the next two years. When he felt that it was 
perfect he had it patented. 

After all the years of hard work which ]\IcCor- 
mick had spent in making a reaper that would do the 
work of ten men, he had troul)le in selling his ma- 
chines. The fanners were slow to see the usefulness 
of the invention. McCormick decided that since 
there was little profit in farming, he ought to enter 
another business. Near the farm there was a deposit 
of iron. This he dug and melted in a furnace which 
he built. The melted iron was run out into shallow 
molds and soon hardened. These bars of iron, oi* 
"l)igs" as they were called, were sold to blacksmiths 
who made horseshoes from them. Soon McCormick 
failed in this business. Then he tried to sell the 
reapers he had on hand. 

One day in the early summer of 1840 a man rode 
up to McCormick 's farm and offered him fifty dol- 



242 FAMOUS AMERICANS 

lai's for one of his reapoTS. He had seen one of the 
machines at work and was willing to risk the money 
on it. This sak^ was soon followed by another. The 
next year the blades, or knives, WTre improved so 
they wonld ent the wdieat wdien it was wet just as 
easily as when it was dry. Until that time a farmer 
who owned a reaper had to wait until the sun had 
come up and the dew had disappeared before he 
could harvest his crop. During the next five years 
McCormick sold eighty-eight reapers. 

Several orders came from farmers in the Middle 
A¥est. These men had heard of the reapers and 
wanted to try them on the level fields in the Mis- 
sissippi Valley. At that time there were no railroads 
over the Appalachian Mountains. The reapers were 
sent down the James River to Norfolk. There they 
were placed on board an ocean vessel and shipped to 
New Orleans. At that point they were put on a 
Mississippi River steamboat. Finally they arrived 
at the wharf nearest the home of the men who had 
ordered them. 

Cyrus ^IcCormick soon saw that he would have 
to build his reapers in a place where he could get his 
supi^lies more easily. His little workshop was 
hidden away in the mountains, far from railroads or 
rivers. All his supplies had to be hauled to him and 
the finished machines hauled back. The orders from 
the farmers in the ^liddle West showed him that he 



CYRUS HALL McCORMICK 



243 



H 



X) 




244 FAMOUS AMERICANS 

would have to find an easier means of delivering the 
reapers to his customers. 

He traveled through the Middle West and saw 
the broad flat plains for the first time. The fields 
were covered with wheat, but the farmers could not 
get enough men to harvest it. The harvest season is 
seldom longer than ten days. In that time all the 
grain must be gathered or it will spoil. If more 
wheat was planted than could be hai'vested all that 
was left was ruined. Hogs and cattle were turned 
into the fields to eat what the men could not cut. 
McCormick at once saw that a quick method of cut- 
ting the grain was badly needed. He knew tliat his 
reaper would supply the demand. 

Ghicago was selected as the place to ])uild the 
reaper factory. To McCormick the town offered the 
best opportunities for making and selling his ma- 
chines. He coukl get all the iron and steel he needed 
from western Pennsylvania. Hard wood was secured 
easily from Michigan. The finished machines could 
be shi2Ji:)ed east, west or south. 

After selecting a place on which to build the fac- 
tory, it was necessary for the inventor to borrow the 
money with which to start the work. William B. 
Ogden, who was the first mayor of Chicago, offered 
to lend ^IcCormick twenty-five thousand dollars for 
a half interest in the business. The factory was built 
and seven hundred reapers were manufactured for 



CYRUS HALL McCORMICK 245 

the liarvest of 1848. The success of the reaper was 
so great that two years later McCormick took over 
Ogden 's share of the business. 

Year after year more improvements were made 
on the reaper. The first machine consisted of a plat- 
form for receiving the grain, and two knives, one at 
rest and the other moving. The knife that was still 
had teeth in it which held the grain while the other 
knife moved back and forth and cut it. There was 
also a wheel which swung out and pushed the stand- 
ing grain toward the knives. When the grain was 
cut it dropped on the platform, or shelf. A man 
walking alongside removed the grain with a rake. 
The machine was pulled by a horse, and in 1850 a seat 
was attached for the driver. A self-raker was soon 
added, so that only one man was needed to cut and 
rake the grain. 

Binding the grain into l)undles was a hard jol). 
It was not onh^ difficidt but slow. A platform 
was built on which a man could stand and tie the 
wheat into bundles as soon as it was cut. j\lcCormick 
was hard at work trying to invent a self-binder. A 
man named James Withington came to him and told 
him that he had a machine that would bind grain. 
^IcCormick had been W(U*king so long and hard over 
his plans that he f(41 aslee]) while AVitliington was 
talking. When he awoke his visitor was gone. 
McCormick sent for Withington and apologized for 



246 FAMOUS AMERICANS 

his rudeness. Witliington returned and showed how 
his machine woukl pass a thin wire around each 
bundle of grain, twist the ends of the wire, and throw 
the bundle to the ground. This was just the thing 
Cyrus McCormick had spent many sleepless nights 
trying to invent. He bought the right to use the 
binder, and thus more than doubled the value of his 
reaper. Farmers began to complain that the wire 
tore their hands and cut the wheat. The result was 
the invention of the binder that used string instead 
of wire. 

To-day the reapers and binders are used in all 
the wheat-fields in the world. There is no need for 
a farmer to be afraid of planting too much wheat. 
No longer are hogs and cattle turned into the fields 
foi' want of helj) to harvest the grain. The reaper 
has done away with that. The large flat acres of the 
Northwest are covered with golden grain each year. 
Men alone never could cut it all. With the reaper it 
is a simple matter. The millions of bushels of wheat 
that come from the "granary of the world" are a 
result of the invention of the reaper by Cyrus H. 
McCormick. 

SUGGESTIONS 

Although the reaper was invented in the East it was better 
adapted to farming conditions in the Mississippi Valley. The 
contrast between the two sections should be bi-ought out. Tf a 
study of wheat is made in the geography periods immediately 



CYRUS HALL McCORMICK 247 

preceding and succeeding this lesson the value of the reaper can 
be shown clearly. Whenever possible, it is advisable to link the 
two subjects because history is largely determined by geographi- 
cal influences. The introduction of the reaper into the Ohio 
and Mississippi Valleys caused an immense increase in the pro- 
duction of wheat. The development of lake traffic and the use 
of the Erie Canal made it possible to transport the Avheat at a 
low rate to the eastern markets. The value of the invention of 
the reaper to the United States and to the w'orld should not be 
overlooked in summarizing this lesson. Make extensive use of 
questions in bringing out these points; do not state the facts in 
a didactic manner. It is often possible to secure excellent illus- 
trative material from railroads whose lines run through the 
wheat belt. 

QUESTIONS 

1. Where is the big wheat belt of the United States? Why 
is it located there? 

2. Why was the reaper invented? 

3. What do we mean w^hen we say a machine is "patented"? 

4. Why was the reaper unsuccessful at first? 

5. How was the reaper improved ? 

6. Do you think the invention of the reaper made bread 
cheaper ? Why ? 

7. Is Chicago the best location in the Ignited States for a 
reaper factory? Why? 

8. Was the invention of the reaper of any benefit to the 
people who live in cities? Why? 

9. Which invention is more important, the reaper or the 
cotton-gin ? Why ? 

10. Why do people often object when a new machine is put 
on the market? 



248 FAMOUS AIMEKIOANS 

KEFERENCES 



Baekman : Great Inventors (Did Their Inventions. 
Cassoii : Ct/rns II. McCormick ; His Life and Worlx. 
Foote and Skinner: Malxers and Defenders of America. 
Tlos : Leading American Inventors. 
]\lorris: Heroes of Progress in America. 



CHAPTER XXV 

SAMUEL FINLEY BREESE MORSE 

Born : C-harlestown, IMassaehiisetts, April 27, 1791, 
Died : New York, New York, April 2, 1872. 

The invention of the steamboat made rapid travel 
on water possible, and the train made distant cities 
seem closer together. It no longer took two days to 
go from New York to All^any, or a week to travel 
from Philadelphia to Pittsburgh. It was only a 
question of houi's. Thei'e were men who were not 
satisfied, even with these improvements. They 
wanted to shorten the time necessary to carry on busi- 
ness with people at a distance. They dreamed of the 
time when it would be possible to send messages for 
many miles along a thin wire. The result was the 
invention of the telegraph by Sanmel Finley Breese 
Morse. 

Samuel Morse always wanted to be an artist, and 
he spent many years of his life painting pictures be- 
fore he invented the telegraph. From early childhood 
he was fond of drawing and sketching. When he 
was only four years old he was sent to a primary 
school near his home. The teacher was a cripple and 

249 



250 FA Mors AMEKiCANS 

could not leave her chair. To keep order she used 
a long switch which reached across the room. If the 
boys grew noisy they soon became quiet Avhen they 
felt the touch of the switch across their shoulders or 
around their legs. 

Young Morse was very quiet one day; so quiet 
that no one would know he was in the room. The ])()y 
who sat next to him suddenly laughed. The teacher 
wanted to know the cause of the laughter. When 
she discovered that the boy had laughed at a drawing 
of the teacher that Morse had scratched on the desk- 
top with a pin she said, "Bring that pin to me." The 
little felloAv walked slowly toward her, expecting to 
feel the sting of the switch. Instead the teacher took 
the pin from him and then pinned him to her dress. 
She looked so stern and disagreeable that the boy 
broke away and i-an home, carrying part of the dress 
with him. 

AVhen Morse was fourteen he was ready to enter 
Yale College, where he did excellent work. He took 
great interest in chemistry and electricity, although 
he continued to paint and draw. He painted the pic- 
tures of college friends and in this way helped to pay 
his expenses. Long before he finished his work at 
Yale he decided to become an artist. 

After graduating in 1810, Morse went to England 
to study painting. He made many friends there, 
among them Benjamin West, a famous artist who 



SAMUEL FINLEY BREESE MORSE 251 

had lieli^ecl Robert Fulton in his studies years l)efore. 
AVest gave Morse all the aid he could, and helped him 
with a painting that was to be hung in the Royal 
Academy. One day Morse showed the picture to his 
friend, who said, "Very well, sir, go on and finish it." 

"It is finished," replied Morse. 

"Oh, no," said Benjamin West, as he pointed to 
the canvas. "Look here, and here, and here." 

Morse worked on the i^icture for a week. Then 
he showed it to West again. 

"Very well, indeed," remarked West, "but vou 
have not finished it." 

"Isn't it finished?" asked Morse. 

"Not yet," replied the great painter as he showed 
him some of the things that had been forgotten. 

After more work on the painting it was shown to 
West for the third time. Again he said that it was 
not finished. "I can not finish it," said Morse 
hopelessly. 

"Well," said AVest, "you have tried long enough. 
You have learned more l)y this drawing than you 
could have learned in double the time spent on a 
dozen half-finished paintings. It is not a great num- 
ber of drawings that makes a good painter. Finish 
one picture, sir, and you are an artist." 

After four years in Europe, Morse returned to the 
United States, where he showed his pictures. Many 
people came to look at them, but left without buying. 



252 



FAMOUS AMERICANS 



For a time lie struggled along, getting very little 
work to do, and having very little money to spend. 
Gradually he atti'aeted attention, and was selected 
to paint a ]JOi'trait of General Lafayette who was 
then visiting the country. From that time he earned 
a good income painting the pictures of wealthy New 
Englandei'S. 

In 1829 Morse visited Italy, where he remained 
for three 3^ears. Aboard the ship in which he was re- 
turning to this 
country he met a 
man who told him 
of the many uses 
of electricity. 
Morse thought a 
great deal about 
the subject and be- 
lieved that mes- 
sages could be sent 
along a wire with 
the aid of electric- 
ity. He returned 
home and began 
working out his 
idea. After many 
failures and dis- 

Sainuel Finley Breese Morse appointments, he 

l)uilt a crude instrument in which a strip of ])aper 




SAMUEL FINLEY BREESE MORSE 253 

was moved under a pencil l)y means of clockwork. 
With the use of a magnet and an electric current, the 
pencil was made to touch the paper when a current 
was sent over the wire. When the current stopped 
the pencil was raised. If the current was kept on for 
a shoi't time the pencil made a dot ; if a long time, a 
line was drawn on the narrow strip of paj^er. By 
means of these dots and dashes, which stood for the 
letters of the alphabet, messages could be sent a long 
distance. 



A .- 


G --. 


M -- 


S ... 


Y - . - - 5 


B ... 


H .... 


X -. 


T - 


Z --.. 6 -.... 


-.-. 


I .. 


- - 


IT ..- 


1 . 7 --... 


D -.. 


J .-- 


- P . - - . 


V . . . - 


2 ..--- S ---., 


E . 


K -.- 


Q --•- 


W.-- 


8 ...-- 9 . 


F ..-. 


L .-.. 


R .-. 


X - . . - 


4 .... - 



Telegraph Code Now in Use 

For twelve long years Morse struggled to im- 
prove his invention and to have it put into use. To 
secure money to keep himself he taught painting. 
Later he was made instructor at the New York City 
University. All his spare moments were spent at 
work on his telegraph. ]\Iany men came to the uni- 
versity to see the instrument by which messages 
could be sent over a wire, but none offered to help 
the inventor test it. Finally, in 1837, Mr. Alfred 
Vail, a student at the university, became interested 
and offered to assist Morse. Together they built a 



254 FAIMOUS AMERICANS 

better machine which was taken to Washington to 
exhibit and patent. Many members of Congress 
saw the instrument, but few were interested in it. 
Morse asked Congress to grant him thirty thousand 
dolhirs to build a telegraph line between Baltimore 
and Washington. His request was refused and he 
struggled for several years more, hoping that he 
would finally succeed in making a success of his in- 
vention. He went to Europe, hoping to introduce 
the telegraph there. England refused to grant him 
a patent, and France gave him a worthless piece of 
I)aper. 

Again, in 1843, ^lorse applied to Congress for 
money to build a telegraph line with which to test his 
invention. He was told by his friends that his re- 
quest was hopeless. However, a bill was introduced 
that woidd gi'ant him thirty thousand dollars if 
enough membei'S voted for it. Many of the members 
thought that the man who wanted to spend so much 
money for such a thing must be out of his mind. 
Finally a vote was taken on tlu^ l)ill. Morse sat in 
the gallery, waiting for the result. It passed the 
House of Representatives by only six votes. It still 
had to be passed by the senators and then go to the 
president so that he could sign his name to it. The 
last day of the session came and Morse's bill had not 
been reached. If it was not voted upon that day it 
would be lost. There were over a hundred ])ills ahead 



SAMUEL FINLEY BREESE MORSE 255 

of his, and every one was sure that it coukl not l^e 
reached in time to pass. All day long Morse sat in 
the gallery of the Senate, listening to the speeches 
and counting the bills as they were voted upon. His 
anxiety made him think that many of the senators 
were talking just to keep his bill from being reached. 
Late that night, worn out by the excitement, he left 
the Capitol and returned to his hotel. His bill had 
not been reached and there were many ahead 
of it. He felt sure that it never would be reached 
before the session of Congress closed. Morse pre- 
pared to return to New York the next day and return 
to painting portraits of wealthy merchants. 

At breakfast the next morning he was interrupted 
l)y the daughter of a friend of his. The young lady 
lu^ld out her hands and said, "I have come to con- 
gratulate you." • 

"Congratulate me! Upon what?" asked Mr. 
Morse. 

''On the passage of your l)ill," she answered. 

"Lni30ssible, young lady. It couldn't have come 
up last evening. You must be mistaken." 

"No," she replied. "Father sent me to tell you 
your bill passed. He stayed until the end of the ses- 
sion and your bill was the last one to pass." 

Such good news was hard to believe, Init it was 
true. Morse at once set to work to string his wires 
between Baltimore and Washington. At first he 



256 FAMOUS AMERICANS 

planned to lay the wires nnclerground. A furrow 
was made by a plow and the wires were laid in it. 
This was covered as the plow moved along. This plan 
did not work very well, so the wires were nailed to 
poles. AVhen all was in readiness, Morse invited his 
friends to be present when the first message was 
sent. On May 24, 1844, business men, scientists and 
congressmen were gathered in the room of the Su- 
preme Court in Washington. A like group was 
assembled in Baltimore, forty miles away. The key 
clicked and the pencil in the telegraph instrument 
made the following marks : 

The crowd grouped around the Baltimore operator 
was anxious to know what the dots and dashes meant. 
He took the paper out of the machine and read: 
"What hath God wrought." 

Success had been won at last. A telegraph com- 
pany was formed at once. All rights to the invention 
were offered to the government, but Congress re- 
fused to buy. The company built its own lines 
and soon it made more than it would have receiv(Ml 
if the patent had been sold. The wires were strung 
from city to city along the Atlantic, then to cities in 
the West. The telegraph poles followed the railroads 
across the continent and the two grew side by side. 
To-day tliey st retell from coast to coast, and the East 
and West are one. 



SAMUEL FINLEY BREESE .MORSE 257 

SUGGESTIONS 

The good teacher progresses from tlie known to the 
nnknoAvn in introducing a new subject. This is the story of 
how messages are carried in a very busy, modern w^orld. The 
children are not familiar with the details of the telegraph, but 
they do know how messages are carried by word of mouth and 
by letter. Starting with these known facts, an outline may be 
developed in which the necessity for sending messages is 
pointed out as a primary factor. When it became necessary for 
man to communicate with distant friends he devised means to 
convey his messages. The human runner has been used. When 
wa-iting was invented, the letter w^as used. IMessengers have 
been sent on horseback and even carrier pigeons have been 
employed. The illustrations may be multiplied endlessly. Still 
man was not satisfied. He wished to send messages to distant 
friends with the speed of electricity. To satisfy this need ; to 
wipe out space as far as the sending of messages is concerned, 
Morse invented the telegraph. At the conclusion of this lesson 
a visit to a local telegraph office might be arranged, or if a 
telegraph set is available, it might be set up in the class room 
for purposes of demonstration. 

QUESTIONS 

1. Did any one in your Jiome ever receive a telegram? Why 
was it used in place of a letter? 

2. How did people send messages to one another in olden 
times 1 

3. What did Morse learn from Benjamin West? 

4. Wliy did JNIorse succeed in what he tried to do ? 

5. Have you ever been in a telegraph office? What did 
you see and hear? 



258 FAMOUS AMERICANS 

6. Why did Congress hesitate to grant Morse a sum of money 
to try out his invention? 

7. Where were the first telegraph wires strung? 

8. How can a message be sent by means of dots and dashes? 
0. Has the telegraph instrument been improved? If so, how? 

10. W^hat important results are due to the invention of the 
telegraph ? 

REFERENCES 

Backnuui : Great Inventors and Their Inventions. 

Bolton : Famous Men of Science. 

Gibson : Hotv Telegraphs and Telephones Work. 

lies: Leading American Inventors. 

Perry: Four American Inventors. 



CHAPTER XXVI 

ALEXANDER GRAHAM BELL 

Born: Edinburgh, Scotland, March 3, 1847. 
(Still living, 1921) 

Sending messages along a thin copper wire by 
means of dots and dashes was a wonderful thing to 
do. It was not thought possible by many people, but 
they saw it done and had to believe it. When Alexan- 
der Graham Bell said that messages could be sent 
over a wire, not by dots and dashes, but by speaking, 
many people thought he was out of his mind. But it 
was so. Bell invented the telephone and to-day you 
may lift the receiver from the hook, give the operator 
a number, and in a few seconds hear the voice of the 
person with whom you want to talk. It is done so 
easily that you never stop to think how it is possible 
for your voice to be heard miles and miles awa}^ 

The early life of Alexander Graham Bell was 
spent in Scotland and England. His father had in- 
vented a system of "Visible Speech" for persons who 
can not hear. The deaf person watched the lips of 
the speaker and soon learned to tell what was being 
said by the way the lips moved. Young Bell was 

259 



260 



FAMOUS AMERICANS 



taught the system, and he 1)eeaine interested in learn- 
ing how sounds were made hy the voice-box in the 
throat. 

AVhen Bell was about twenty-five years old his 
father and mother moved to Canada. There he 
opened a school where deaf people were taught lip 




Photo from Underwood and UndtTwood. 
Alexander Graham Bell 

reading. News of his teaching reached Boston, and 
the school officials in that city wrote and offered him 
a position teaching a class of deaf-mutes. Bell gladly 
accepted the offer and came to the United States 
where he has lived ever since. In Boston his success 



ALEXANDER GRAHAM BELL 261 

was greater than it had heen in Canada. He was 
offered a position in the University of Boston, which 
he accepted. So many pupils came to him to learn 
lip reading that he opened a school of his own, which 
he taught in addition to his regular work. A resident 
of Salem, Massachusetts, engaged Bell to teach his 
son who was deaf. Bell was also asked to live at the 
home of his pupil. Salem is near Boston, and Bell 
would have little trouble in traveling back and forth, 
so he agreed. He set up a workshop in the cellar of 
the house. There he made experiments with tuning 
forks, coils of wire, tin horns and cigar boxes. He 
felt sure that music could be sent over a wire and 
busied himself in making a musical telegraph. He 
also thought that if music and dots and dashes could 
be heard over a wire there was no reason why the 
lunnan voice should not be understood just as easily. 
In his studies Bell had learned that when a sound 
strikes the ear-drum it makes the drum shake or vi- 
brate, just the same as when the drummer in the 
band beats the drum. He took two thin iron disks 
and connected them with electric wires. By speaking 
into one of the disks he thought he could get it to 
quiver or vibrate, just as the ear-drum does when a 
sound strikes it. The shaking of the disk would send 
the vibrations along the wire to the second disk 
which would vibrate and give out the words that 
were s]>oken into the first disk. 



262 FAMOUS AMEKirANR 

Bell's interest in exj^eriments became so great 
that he gave up his i)osition in the university. Soon 
he began to lose his pupils until tliei'e were only two 
left, the little deaf boy and Miss Mabel Hubbard, a 
girl he later married. Miss Hubbard's father was a 
well-known lawyer in Boston who took a great inter- 
est in Bell's experiments. When Bell said that he 
hoped some day "to sjieak by telegraph" his friend 
re])lied, "Now you are talking nonsense. Stick to 
your musical telegraph and some day you will make 
a million out of it." Bell left Salem and returned 
to Boston where he rented a room for a workshop. 
There he studied and experimented day and night. 
He was so interested in making a telegraph that 
would speak that he spent more time on it than he 
did on the musical telegraph. His young assistant, 
Thomas A. Watson, who was an expert electrician, 
became as much interested in the exj^eriments as Bell 
himself. Wires had been strung from a room in the 
top of the house to the cellar. Bell sat in the up- 
stairs room and si)oke into the disk at that end of 
the wii'e while Watson was in the cellar holding the 
other disk to his ear. After every failure Bell and 
Watson would make a little change in the disks or 
the way the wires were connected. One day, in the 
spring of 1876, Watson was in the cellar holding the 
disk to his ear. Very clearly, over the wire, he heard 
Bell's voice sav, "Can vou hear me?" He was so 



ALEXANDER GRAHAM BELL 



263 



excited that lie di'()2)po(l the instrument and dashed 
up the stairs, calling, "1 heard your question plainly, 
Mr. Bell." 




J'hulu liuiu L'liii'ji 



Alexander Bell Invented the Flying Boat 

Although Bell had succeeded in making his voice 
heard over the wire, there was much to be done be- 



264 FAMOUS AMERICANS 

fore it could bo callod perfect. Several months later 
the Ceuteiinial Exposition opened in Philadelphia. 
This was to celebrate the one hundredth birthday of 
the United States. All the latest inventions and im- 
provements were shown and prizes were to be 
awarded. Bell's telephone was there, but very few 
visitors stopped to look at it. Those who had ex- 
amined it said that it was a good toy. On the day 
the judges were to examine the exhibits Bell hap- 
pened to be present. Bom Pedro, the Emperor of 
Brazil, who was visiting the United States, was also 
thei-e. He had visited Boston where he had met Bell 
in his school for deaf-mutes. The emperor spoke to 
the inventor and asked to be allowed to try the tele- 
phone. The judges, who were passing at that time, 
stopped to watch Dom Pedro. Bell went to one end 
of the telephone and spoke into it. A surprised look 
spread over Dom Pedro's face and he shouted, "Good 
heavens — it talks." The judges all sat down and lis- 
tened to the wonderful machine. It was moved to a 
place of honor in the exhibition. Crowds of visitors 
gathei'ed as soon as they heard about it. When the 
])i'izes were given. Bell secured the Certificate of 
Award. The judges thought the telephone was the 
most important thing shown at the Centennial 
Exposition. 

A company was formed to sell the telephone. 
People were slow to see its value, but slowly they 



ALEXANDER GRAHAM BELL 265 

began to use it. The Western Union Telegraph Com- 
pany was offered all rights to the invention, but 
they refused to buy it, asking, "What would we do 
with an electrical toy?" Later the telegraph com- 
pany found that the people wanted the telephone 
instead of the telegraph. Then they tried to prove 
that Bell had not made the invention. For several 
years he fought the big company in the courts and 
proved that his patent of March 7, 1876, was the first 
one given for a telephone. This struggle for the 
right to use his own invention was very costly, but 
the rapid use of the telephone all over the country 
soon made up the sums he had spent. 

At first messages were sent only short distances. 
Gradually cities were joined together until to-day a 
telephone conversation can be carried on between 
New York and San Francisco just as easily as be- 
tween two persons in the same city. Do you know 
just what happens when you telephone? As soon as 
you lift the receiver off the hook a tiny electric bulb 
lights up in the telephone exchange. The operatoi' 
at once sees the bright spot and puts one end of a 
wire, or plug, into a hole just below the light which 
then goes out. Then she says, "Num.ber, please?" 
The other end of the plug is connected with the num- 
ber you called. As soon as the plug is pushed into 
the hole, the light on that number flashes. The oper- 
ator presses a key which rings the bell in the houie 



266 FAIMOUS AMEEICANS 

of the person with whom you w^ant to talk. When 
the light goes out the telephone girl knows that the 
I'eceiver at that end of the line has been lifted. As 
long as both receivers are off the hooks both lamps 
are out. Just as soon as the receivers are placed on 
the hooks again the lamps are lighted. This tells the 
opei'ator that the talk is finished. She then pulls 
out both plugs and the lamps go out. 

The modern telephone exchange in a big city em- 
ploys hundreds of girls who are busy answering the 
little light that flashes when you lift the telephone 
receiver. They are so well trained that it takes only 
a few seconds to get the person with whom you wish 
to speak. The telephone is also used under water. 
When divers go down into the sea they carry a little 
telephone with them for giving orders to the men 
above. Far underground, in the deepest parts of the 
mines, you will find telephones which sometimes save 
the lives of the men when part of the earth caves in. 
Men in balloons telephoned the movements of the 
enemy to the officers on the ground during the World 
War. In that way no time was lost in acting against 
the foe. The telephone is such a common sight that 
it is very difficult to believe that fifty years ago there 
were no telephones, and that people could not talk to 
each other over a wire. 

To-day, Alexander Graham Bell is an old man 
who lives in the city of Washington, not very far 



ALEXANDER GRAHAM BELL 267 

from the White House. The little "electrical toy" 
that he and his assistant experimented with in the 
cellar of the Boston house has grown into one of the 
most valuable things that has been produced during 
the last half-century. Business men use it instead 
of taking the time to write long letters. The tele- 
phone saves time, and time means money. The net- 
work of telephone wires that have spread over the 
country has helped to bind all sections closer and 
closer together. 

SUGGESTIONS 

The children should read the text at home in preparation 
for this lesson. The work of Morse and the invention of the 
telegraph should be reviewed by means of a rapid oral drill at 
the beginning of the history period. This should be followed 
by a few questions on the assigned reading. Little time should 
be devoted to the study of the life of Bell, but the value of his 
early training and interests should be pointed out. Show how 
the telephone is an improvement over the telegraph. In order 
to make the lesson concrete devote some time to a discussion of 
how the telephone works. Use the pictures in the text and 
emphasize the service that telephone operators render to the 
general public. A summary of the ways in which the telephone 
is used will help to focus the attention of the children upon the 
value of Bell's invention. 

QUESTIONS 

1. Why did Bell believe that the human voice could be heard 
over a wire? 

2. How did Bell's education help him in his later work? 



268 FAMOUS AMERICANS 

3. Wliorc was the first public exhibition of the telephone 
held? 

4. What ai-e the advantages of the telephone over the 
telegraph 1 

5. IIow does the telephone work? 

(I. What are telephones used for in a large city? 

7. Why are telephones used instead of letters? 

8. How is it possible to talk to a person a hundred miles away? 
0. Are wireless telephones possible? Why? 

10. Who was the greater man, Bell or Morse? Why? 

REFERENCES 

Baehman : (irrat Inventors and Their Indentions. 
Kingsburj^: Telephone and Telephone Exchanges; Their 

Invention and Development. 
Munro : Heroes of the Telegraph. 
Towers: Masters of Space. 
Willson: Story of Rapid Transit. 



CHAPTER XXVII 

THOMA8 ALVA EDISON 

Born: Milan, Ohio, Febrnaiy 11, 1847. 
(Still living, 1921) 

As THE United States increased in size, men 
dreamed of ways of bringing distant cities closer 
together. Fulton's steamboat, the Clermont, ap- 
peared on the Hudson in 1807. The first train went 
rumbling over the rails in 1829. Morse sent his dots 
and dashes over an electric wire in 1844, and Bell 
later did the same thing with the human voice. All 
of these dreams came true. Still other men have 
added to the pleasures and comforts of life by means 
of their inventions. Every boy and girl who has sat 
in a darkened theater and w^atched a moving picture 
should thank Thomas Alva Edison for inventing the 
machine that gives so much pleasure. 

Thomas Edison had little chance to go to school 
when he was a small boy in the Ohio village of 
Milan. Most of his education was received from his 
mother who taught him to I'ead and write. When he 
was twelve years old he sold newspapers for a living. 
He was not earning enough money so he scoured a 

269 



270 



FAMOUS AMERICANS 




I'hoto from Underwood and Underwood. 



Thomas A. Edison When about Twelve Years of Age 

job on the Grand Trunk Railroad. Ho went tlirouc^h 
the cars and sold newspapei's, mac^azines, peanuts, 
candy and popcorn to the passengers. Often he had 



THOMAS ALVA EDISON 271 

to spend so vera] lioiirs in Detroit, waiting for the 
train to continue its journey. Much of his spare time 
there was spent in the library. He made up his mind 
to read every book in the building, so he began with 
the shelf nearest the door. He finished fifteen feet 
of books before he realized that he never could hope 
to read them all. 

One day Edison was given several hundred 
pounds of tyi^e by the owner of a newspaper. With 
the type he set up a printing plant in one corner of 
the baggage car of the train on which he sold news- 
papers, magazines and candy. Soon he began 
publishing The Weekly Herald which was the only 
paper in the world that was printed on a train. It 
contained notes about the conductors, engineers and 
brakemen, and also news of the railroad shops. In 
addition to his printing shop, Edison began to experi- 
ment with chemicals in the baggage car when he had 
a few spare minutes during long trips. One day, as 
the train was speeding around a curve, a bottle of 
acid fell to the floor of the car and burst into flames. 
Young Edison was putting out the fire when the door 
opened and the conductor stepped into the car. The 
man lost his temper when he saw what had happened 
and at the next station he pitched the chemicals, 
printing press and type to the platform and hurled 
Edison after them. 

The next day the newsboy returned to his job 



272 FAMOUS AMERICANS 

selling papers on the train, hnt he did not dai'C brine; 
his press and chemicals witli liini. Dnring the Civil 
War, Edison thonght he conld sell more papers if the 
people in the towns throngh which the train passed 
knew that his papers had the latest war news. When 
the Battle of Shiloli w^as reported in the paper he 
went to the telegraph office and had the operator 
wire the news to the station ahead. The station 
agents wrote the annonncement on the bulletin 
boards outside the waiting-room. Edison started 
with a thousand papers. At the first stop, where he 
usually sold only two or three papers, he sold forty. 
At the next station the crowd was larger. It was the 
same all along the line. He could have sold twice as 
many papers if he had had them. 

Edison became well acquainted with the telegraph 
oj^erators at all the stations along the line. One day, 
as he was w^aiting for his train, he saw the little son 
of the telegra})h operator playing between the tracks. 
A freight car was speeding toward the child. Dash- 
ing across the tracks, Edison pulled the little fellow 
out of the way of harm. The father of the boy of- 
fered to teach Edison telegraphy if he cared to learn. 
It was just the thing he had wanted to know for a 
long time. As soon as he learned to operate the tele- 
graph instrument Edison gave u]) his jol) on the 
railroad and became a night operator. He had little 
to do except report the passing of tlu* trains. During 



TH0ISIA8 ALVA EDISON 273 

the day he spent much of liis time experhnenting, and 
at night he was tired and sleepy. He bought an ahirm 
clock and set it so it would go off two minutes before 
a train was due to arrive. Then he went to sleep. 
The alarm, which was placed on an uptui'ued tin 
pan, made a racket like the roaring of a cannon. 
Edison would awaken, send his message, set the 
alarm for the next train, and go to sleep again. 

This plan worked very well so long as the trains 
were on time. One night one of the trains was late 
and all those that followed were behind time. Edison 
was too sleepy to notice that the train had not passed. 
When the alarm went off he reported to the tele- 
graph operator at the next station that the train had 
gone through. Then he went back to sleep. He re- 
ported the second train in the same way, and so on 
through the night. He brought a storm down on his 
head and came very near being discharged. He con- 
tinued to experiment during the day and sleep while 
on duty at night until he was found out. Then he 
was told to look for another job. 

For several years Edison worked as a telegraph 
operator. He traveled from city to city, and spent 
all his time and money on experiments. Finally he 
arrived in New York City. He entered the office of 
a reporting company and found that the electrical 
machine that printed the changes in the price of gold 
was broken. No man about the place could fix it. 



274 FAMOUS AMERICANS 

Edison watched foi- a few minutes. Then he took the 
machine apart and veiy sliortly had it working as 
well as ever. At once he was given a position as 
electrician with the company. While working there 
he invented a "stock ticker" that prints the prices 
of stocks and bonds on a narrow strip of pax)er. He 
sold this invention and fitted out a shop of his own, 
where he could spend most of his time working out 
his ideas. 

His next invention was the duplex telegraph, by 
means of which two messages could be sent over one 
wire at the same time. This invention was sold to 
the Western Union Telegraph Company, and with 
the money he received he built a large factory and 
laboi'atory at ]\Ienlo Park, near Newark, in northern 
New Jersey. Soon he improved his duplex telegraph 
so that four messages could be sent at the same time 
over a single wire. 

Edison turned his attention to making light from 
electricity. Benjamin Franklin had shown that 
lightning and electricity were the same. Edison be- 
lieved that lights could be made that would use 
electricity instead of gas or oil. He began his experi- 
ments and worked for many months before he suc- 
ceeded. Hour after hour was spent in his laboratory. 
Often he worked late into the night. At first he 
tried to produce a light by sending electricity through 
platinum wires encl(>sed in glass bulbs. The metal 



THOMAS ALVA EDISON 



275 



was too soft and soon melted in the lieat. He also 
had trouble in drawing all the air out of the bulb. 
After thirteen months of steady work he won success. 
In October, 1879, after forty hours of continuous 
work, he discovered that he could make a light if he 




Thomas A. Edison 



used a thread of carbon in the glass bulb. With a 
thin string of cai'bon and a bulb from which all the 



21V) FAMOUS AMERICANS 

air had Ixn^n drawn, lie made a lamp that gave a 
bright, steady light. 

At this step in the development of the electric 
light, Edison sent his assistants all over the world to 
find the best material from which to get the carbon. 
One went to the Philippine Islands, another to the 
AVest Indies, and a third to China and Japan. From 
those places they sent back things which they thonght 
would make the best carbon. A bamboo was found 
in Japan that gave the best results. A large fac- 
tory was ])uilt to manufacture electric light bulbs. 
To-day our streets, schools, theaters, factories and 
homes are lighted by means of the electric lights 
over which Edison worked so long and hard. 

EA^ery one knows the Edison phonograph. When 
he first made it Edison used tinfoil for the record. 
He soon found that tin was too soft. Then he tried 
hard rubber. The rubber was softened before the 
record was made so that the words or music could be 
recorded on it easily. Then the rubber was allowed 
to harden, and the sounds could be repeated by hav- 
ing a needle on the phonograph run over the lines 
on the record. At first the sounds were very low, 
but w^hen a horn was added they became much louder. 

The laboratory at Menlo Park was soon out- 
grown. Edison felt the need of a larger and better 
site for the production of his inventions. He selected 
West Orange, New Jersey. There he built a labora- 



THOMAS ALVA EDISON 277 

tory consistiug of five large brick buildings. En- 
circling the entire plant is a high fence. The 
inventor is always being called on by visitors, and 
in order to do any real work he must refuse to see 
most of them. The keeper of the gate has orders to 
refuse admittance to all except workmen and visit(n's 
who have appointments. One time a new gatemau 
refused to allow Edison to enter his own factory. He 
had to wait outside until a workman who knew him 
came along and identified him. 

Thomas Edison is constantly working on new 
inventions at his large and wonderful factory at 
West Orange. He employs many men who work out 
his ideas and follow his directions. He has im- 
proved the telephone and invented a numbering 
machine and a microphone, a little instrument that 
will increase sound so much that the ticking of a 
watch sounds like the rattling of hail on a tin roof. 
A few years ago, when Edison was sixty-eight years 
old, his factory was burned to the ground. The next 
morning he ])egan to remove the ruins in order to 
build several larger and better buildings than he had 
owned before. 

During the World War all the great inventors of 
the nation were called to Washington to work out 
plans that would help the army and navy in tlieii' 
work. Of course Thomas A. Edison was a member 
of the group. Edison is partly deaf, and when 



278 FAMOUS AMERICANS 

the other scientists talked he could not alwaj^s hear 
tlu^n. His secretary, who went along with him, sat 
at his side. AVhen Edison could not hear what was 
being said his secretary told him in an unusual way. 
By means of dots and dashes he quickly tapped out 
the messages on the inventor's left wrist. In this 
way Edison knew all that was going on, although he 
could not hear the speaker's voice. 

SUGGESTIONS 

Our ovoi-y-day life is made more comfortahle and enjoyable 
by many of Edison's inventions. Point out several that are 
widely known and used and contrast life Avithout them. From 
this point tell of the life of the inventor, his early struggles, his 
inventive mind, his great love for books, and his ultimate suc- 
cess. Devote an entire lesson to a consideration of Edison 's 
inventions and their uses. List a number of pertinent questions 
on the board and allow the children a study period of ten 
miinites in which to find the answers in the book. As no writ- 
ten Avork in liistoi-y should be required in the fifth grade, follow 
this by a rapid oral quiz. If supplementary texts or accounts 
are available, assign special readings in them to children who 
will be able to report on what they read. Every child should 
])ossess a library card and he should be referred to suitable books 
from time to time that approach these topics from different 
angles. 

QUESTIONS 

1. ITow aud where did Edison get his education? 

2. AVhat is a genius? Was Edison one? 
'^. What was his first invention? 



THO]\IAS ALVA EDISON" 279 

4. Have you any of Edison's inventions in your home? If 
so, what are they? 

5. Would you consider Edison one of tlu^ greatest men in 
United States history? Why? 

6. Why do you think he was interested in tek'graphy? 

7. How did he improve the telegraph? 

8. Did he learn anything from travel? If so, what? 

9. Why was Edison asked to advise the army and nnvy dur- 
ing the World War? 

10. Who are of tiie greatest service to the world, tlie fighters 
or the inventors? Why? 

REFERENCES 

Backman : (irraf fiirentors <n\(l Their I iirnifioiis. 
Dickson: Life and Inventions of Thomas Alva Edison. 
Dyer and Martin: Edison, His Life and inventions. 
Meadowcroft: Boy's Life of Edison, with Autohiograph- 

ical Notes hy Mr. Edison. 
IMorris: Heroes of Progress in America. 



CHAPTER XXVIII 

H AKI{ 1 1 "/I' HI': IX' H KK STOWE 

Born: Litchfield, Connecticut, June 14, 1811. 
Died: Hartford, Connecticut, July 1, 1896. 

Whenever possible before the Civil War, the 
slaves in the South ran away from their masters. 
Many people of the Northern States helped the 
slaves to escape. Homes throughout the North were 
open to them. There the runaway slaves were hid- 
den during the day. At night they were put in wagons; 
and covered over with straw. Then they were driven 
to the next house which was usually about ten milen 
farther north. This system of helping the slaves to 
escape became known as the "Underground Rail- 
road." The southerners said the slaves seemed to 
disappear underground as soon as they reached tho 
Ohio River. Great secrecy had to be used because 
it was against the law to help a slave escape. All thi'i 
work was done without pay. Often the people who 
ran the Underground Railroad talked in riddles when 
they sent word from one station to another. They 
spoke of shipping "a large package," or of the safe 
arrival of "two large and two small hams." Only 

280 



HARRIET BEECHER STOWE 281 

those iu the secret knew that slaves who had l)eeii 
helped were spoken about. 

One of the workers for the Underground Railroad 
was Harriet Beecher Stowe. Her father, Doctor 
Lyman Beecher, was a great preacher in New Eng- 
land. He taught his cliildren that slavery was wrong 
and should be done away with. During lier early 
years Harriet roamed through the house, always 
hunting for new toys and books. One day while her 
mother was out the little girl found a bag which held 
w^hat she thought were onions. She had seen the 
grown people eat onions and thought they would be 
good for little folks. She called her brothei's, and 
the children soon eni])tied the bag. AVhen their 
mother returned the children told her what they had 
done. They soon learned that they were not onions 
they had eaten, but tulip bulbs. 

Harriet's greatest pleasure was reading. She 
spent hours at a time in her father's library. AVhen 
she grew tired of reading she explored the gari'et. 
There she discovered a copy of Arahian NigJifs. She 
never had seen the book on the shelves of her father's 
library. It was the most wonderful book she ever 
had read. She read it several times, and enjoyed it 
more and more each time. 

Doctor Beecher moved to (Cincinnati, Ohio, in 
1832. His daughter ratherine opened a school for 
children, and Harriet was called on to hel]) with the 



282 FAMOUS AMERICANS 

teaching'. A few years later she married Calvin E, 
Stowe, one of the professors who taught under her 
father. It was during their stay in Cinciiniati that 
]\rrs. Stowe learned much about slaver}^ Kentucky, 
which is just south of the Ohio River, was a great 
slave state. Many slaves who escaped from the plan- 
tations told of the cruelty of their masters. It was 
at this time that Mrs. Stowe joined in the work of 
helping the slaves escape to Canada. 

Wagons wei'e not the only means used to cai'i'y the 
slaves away from their masters. One slave from 
Richmond, Virginia, was helped to escape in a box 
a))out three feet long. His legs were bent until his 
knees touched his chin, but he squeezed himself 
in and the lid was nailed on. To keep himself from 
starving he took a bottle of water and a few biscuits 
with him. The box was addressed to Philadelphia 
and marked, "This side up with care." The ex- 
l)ressman paid no attention to the markings, so the 
negro was lu^ad-down and heels-up more than half 
the time. He arrived safely in Philadelphia, and 
was taken to Canada in the usual way. 

Mrs. Stowe 's home in Cincinnati was often used 
as a refuge for escaping slaves. Every day she heard 
stories about the sepai'ation of negro families; the 
selling of the husband to one master and the wife to 
another. The slaves told stories of their sufferings 
while escaping from their masters. These stories 



HARRIET BEECHER STOA¥E 283 

made Mrs. Stowe's liatrcd for slavery grow. They 
were also to be used for another purpose, but she was 
not aware of it at that time. A few years later she 
was to write a great book about slavery, and the 
book was to be read by thousands of people. 

An opportunity to teach in Bowdoin College, 
Brunswick, Maine, led the Stowe family to move 
there in 1850. The feeling against slavery was grow- 
ing stronger in the North. ^Irs. Stowe often had 
written short stories and articles for newspapers and 
magazines. She was urged by her friends to write 
against slavery. One Sunday, while in church, the 
idea of a story came to her. She locked herself in 
her room as soon as she returned home, and wrote 
about the death of Uncle Tom. In a few months the 
entire story of Uncle Tom's Cabin was completed. 

Many of the characters and scenes in Uncle Tom's 
Cahin were taken from life. A Kentucky plantation 
owner, Mr. Shelby, was forced to sell two of his 
slaves: Uncle Tom, a faithful and trusted servant, 
and little Harry, the son of Eliza, his wife's maid. 
Eliza heard that her boy was to be sold and she fled 
that night, stopping only to arouse Uncle Tom and 
his wife. Aunt Chloe. Uncle Tom refused to escape, 
and Eliza and Harry made their way with great 
difficulty to the Ohio River. The next morning their 
escape was discovered and the slave trader who 
bought the bov started after them. Eliza was nearlv 



284 FAMOUS AMERICANS 

ovei'takcn at flic ice-filled river. She did not hesi- 
tate, but fled across tlie swaying cakes of ice to the 
Ohio shore. There she was cared for by friends and 
hurried to Canada by means of the Underground 
Railroad. She was joined later by her husband who 
was a slave on a neighboring plantation. 

Uncle Tom was carried to New Orleans and sold 
on the auction block. His master was kind to him. 
At his new home, Uncle Tom and his master's 
daughter, Little Eva, became great friends. 

The following is the story of Topsy, the slave girl, 
and is taken from Uncle Tom's Cahin. Topsy 's mis- 
tress sat down Ix'fore her and began to question her. 

"How old are you, Topsy?" 

."Dunno, Missis," said the image, with a grin tliat showed 
all her teeth. 

"Don't know liow old you are? Didn't anybody ever tell 
you? Who Avas your mother?" 

"Never had none!" said the ehild with another grin. 

"Never had any mother? What do you mean? Where 
were you born?" 

"Never was born !" persisted Topsy, with another grin. * * 

"You mustn't answer me that way, child ; I'm not playing 
witli you. Tell me where you were born, and who your father 
and mother were." 

"Never was born," reiterated the creature, more emphat- 
ically; "never liad no father nor mother, nor nothin'." * * 

Tlu' child looked bewildered, but grinned as usual. 

"Do you know who made you?" 

"Nobody, as I knows on," said the cliild, with a short laugh. 



HARRIET BEECHER 8T0AVE 285 

The idea appeared to amuse her consideraMy ; for her eyes 
twinkled, and she added, — 

"I speet I grow'd. Don't think nobody never made me!" 

-x- * * 

The death of Little Eva threw a shadow over the 
house of St. Clare. Uncle Tom was promised his 
freedom, but his master was killed suddenly and the 
slaves were sold. Uncle Tom was bought by the cruel 
slave driver, Simon Legree, who took him to his cot- 
ton plantation on the Red River. There he was 
beaten and ill-treated luitil he could bear it no longer. 
When Uncle Tom was exhausted and dying, young 
George Shelby, the son of his former master, ap- 
peared and wished to buy him from Simon Legree. 
Uncle Tom was overjoyed to find that he was not 
forgotten by his former friends, but his strength was 
gone and he died. 

The story of Uncle Tovi's Cahiu was printed in 
a newspaper while it was being written. When it 
was finished it was published in book form. This 
})0()k was a great success. Thousands of copies wei'e 
sold in this country. News of its fame spread to 
Europe. It was printed in over twent}^ foreign 
languages and soon was read in all parts of the 
world. Mrs. Stowe visited England the year after 
she wrote Uncle Town's Cabin. She was met every- 
where by great crowds. The people in the towns 
showered flowers on her and welcomed hei* to their 



28() FAMOUS AMERKUNS 

lionics. No lioiiors were too _i;i'('at for the author of 
the greatest ))ook vvvv writteu ou the slavery 
question. 

SUGGESTIONS 

The aim of this lesson should be twofold, — to show that 
Uncle Tom's Cabin helped to crystallize public opinion during 
the nine years before the Civil War, and to point out the influ- 
ence of women in our history. The account in the text should 
be assigned to be read at home in preparation for this lesson, 
and the girls should be given the preference during the recita- 
tion. The interest of the boys can be held by securing a copy 
of Uncle Tom's Cabin and dramatizing several sections, particu- 
larly the scenes preceding the flight of Eliza. The dialogue 
between Topsy and her mistress can be reproduced. If time is 
available, an abridged copy of the book should be read in its 
entirety. The larger significance of Mrs. Stowe's work should 
be stressed. The book gripped the imagination of the people of 
the North and helped to prepare the country for the political 
campaign of 1860 which ended with the election of Lincoln to 
ihe presidency. 

QUESTIONS 

1. What was slavery? 

2. Wiiat kind of work did slaves do? 

3. Was slavery right or wrong? Why? 

4. Why were slaves owned in the South ? 

5. Why were slaves not owned in the North? 
(). What was the Undergi-ound Railroad? 

7. Why did so many people read Uncle Tom's Cahinf 

8. Was Mrs. StoAve's book one of the causers of the Civil Wai-? 
If so, why? 



llARRll^rr BEEOHER STOWE 287 

9. Why was the book translated into foreign languages? Why 

is it still read all over the world? 
10. Are the negroes better off to-day than t!iey were before the 
Civil War? If so, why? 

KKFKRENCES 

Abbott Notable WoDicn in Ilistorjj. 

Adams and Foster : Heroines of Modern Progress. 

Bolton: Lives of Girls Who Became Famous. 

Crow: Harriet Beecher Stoive; A Biography for Girls. 

Stowe: Uncle Tom's Cabin. 



CHAPTER XXIX 

ABRAHAM LINCOLN 

Born : Harding County, Kentucky, February 12, 1809. 
Died : Washington, District of Columbia, April 15, 1865. 

George Washington fought to make a nation out 
of the thirteen colonies that were scattered along 
the Atlantic coast. He not only finished that work, 
but also guided the new nation during the first eight 
years of its early life. To Abraham Lincoln fell the 
task of kee])ing that nation together. He did not 
fight with the sword, but his was the guiding hand 
that led the nation during the great struggle that 
almost split it in two. No task was too small and no 
duty too great if he thought his efforts would bring 
peace between the North and the South. 

When Abraham Lincoln was seven years of age 
his father decided to move to Indiana. All the 
clothing, furniture, bedding, pots and pans were 
packed on two borrowed horses and the journey be- 
gan. It was a long and tiresome trip, but very inter- 
esting to the young boy. When th(\v finally arrived, 
Thomas Lincoln, the father, built a rude log house, 
open on one side. In this they lived for a year while 
a cabin was being built and ground cleared for plant- 

288 



ABRAHAM LINCOLN 289 

ing. The walls of the cabin were built of rough logs, 
leaving many small spaces through which the wind 
blew in winter. The floor was the hard earth. There 
was no door and over the entrance hung deerskins to 
keej) out the cold. A bed in one corner of the room 




Photo from Underwood and Underwood. 
Lincoln Reading before a Log Fire 

was made up of a bag of dried leaves covered with 
skins of animals. The boy slept in the attic, which 
was reached by climbing pegs driven into the logs of 
the wall. 

Lincoln's father could neither read nor write, 
and lived from day to day on the corn and vegetables 
he raised and the wild game he shot. His wife dearly 



290 FAMOUS AMEKICANS 

loved her children, and spent many evenings around 
the fire teaching them all she knew. She read to 
them, or listened as one or the other stumbled through 
the words. The hard work she had to do, and the 
cold winters spent in the log cabin soon caused her 
health to break. Hardly had Abe learned to read 
when he lost his teacher and mother. 

The winter which followed the death of the mother 
was very lonesome for the young boy and his little 
sister. For more than a year the girl did the house- 
work and Abraham helped when he could. One day 
their father brought back a new mother for the chil- 
dren. AVith her came three children of her own, 
feather beds, furniture and warm clothing. It was 
uo longer necessary for the children to do all the 
housework. Now Abe and his sister, who had been 
ragged and barefooted, were neatly dressed and had 
comfoi'table beds in which to sleep. 

Abraham succeeded in getting about four months 
of schooling. Most of his time was spent on the farm 
where he lived, ]:>lowed, planted and harvested. With 
all the hard work he did he found time to educate 
himself. The little education he had received from 
his mother made him want more. During the even- 
ings he would sit before the open fireplace and 
eagerly read through all the books he could get. 
There were very few books in that part of the coun- 
try and lie sometimes had to walk miles to b(>ri*ow 



ABRAHA^r LINCOLN 



291 




Photo from Underwood and Underwood. 



292 FAMOUS AMERICANS 

one. No distaiieo was too great for him to cover, if 
at the end of the walk he conkl get a book he never 
had read. At night, when he finished reading, he 
would slip his book into one of the spaces between 
the logs which made up thewalls of the cabin. One 
night a borrowed book was ruined hy a heavy rain 
and he had to work for the owner for several days 
to pa,y for it. 

When Lincoln was nineteen he had his first sight 
of the ontside world. He was hired to take a flat 
boat, loaded with corn, down the Ohio and Mis- 
sissippi Rivers to New Orleans. He enjoyed the 
trip, and was eager to go again two years later w^hen 
another boat was sent from his neighborhood. He 
was a big, awkward-looking fellow, six feet four 
inches in height. His legs were long and his trousers 
were so short that several inches of his ankles 
showed below them. For his work during the trip 
to New Orleans he received fifty cents a day and 
twenty dollars when he reached the cit}^ While in 
New^ Orleans he visited the slave market. The 
negroes were put on a block and sold to the highest 
bidder, just as horses are sold at auction. The sight 
sickened him, and he turned away, saying, ''If T ever 
get a chance to hit flic slave trade. Til liit it, and hit 
it hard!" 

Upon his return from the South, Lincoln moved 
to New Salem, Illinois. There he opened a grocery 



ABRAHAM LINCOLN 293 

store where he earned the name of ''Honest Abe." 
He was so honest that he once walked two miles to 
repay a woman six cents he had overcharged her for 
some tea she had bought. 

The Lidians in that region, led l)y their chief. 
Black Hawk, were on the war-path. A regiment of 
soldiers was raised in each town and Abraham Lin- 
coln was elected captain of the one from New Salem. 
He never had been in the army before and knew 
very little about the commands. While out drilling 
his men one day he came to a narrow gate in a 
fence. The men w^ere marching along in fours and 
there was only room for one man to pass through the 
gate at a time. Lincoln did not know what command 
to give so as to get his company into single file. He 
halted his men and said, ''Company is dismissed for 
two minutes. AVhen you form again form on the 
other side of the fence!" 

Not long after the Black Hawk War, Lincoln 
returned to New Salem where he acted as postmas- 
ter. The work was not hard and he had plenty of 
time to read. There was no regular post-office in 
the place. The mail was so small that Lincoln car- 
ried it in his hat. Wherever he went, the post-office 
went with him. It was about this time that he 
decided to study law, and all his spare time was spent 
in studying law books. AMien he gave up his job as 
postmaster he had some money that belonged to the 



294: FAJMOUS AMEKICANS 

government. Tt was not until three years later that 
an agent called for it. Lincoln took an old sock from 
his trunk and counted out the money. He paid the 
agent the exact coins that had been given to him 
when he was postmaster. 

Lincoln was elected to the legislature of the state 
of Illinois in 1834. He went to the capital at Spring- 
field in a brand-new suit of clothes, bought with bor- 
rowed money. Three times he w^as reelected by the 
people to carry on the work of improving the state 
by building railroads and canals, and establishing 
banks. He began to practise law after his fourth 
term. In those days the judges traveled from town 
to town to try the cases. The lawyers went along 
with the judges, hoping to get cases to defend. This 
moving from town to town was called "riding the 
circuit." Abraham Lincoln was always with the 
judges and he soon became well-known to every one. 
Some said he was too honest to make a good lawyer. 
He never would take a case for a man he believed to 
be guilty. In court he always made his points clear 
by telling funny stories. It soon became known that 
his side of a case was usually the right side. He be- 
came one of the best lawyers in the whole state of 
Illinois. 

While "riding the circuit'' lie was appointed one 
of the judges to examine men who wanted to ])ecome 
lawvers. A voung man called to see Ijineohi one dav 



ABRAHAM LINCOLN 295 

and said lie would like to take the examination for 
admission to the bar. Lincoln asked him a few ques- 
tions, then went down-stairs and wrote a note to 
another one of the examiners, and gave it to the 
young man. When the judge opened the note, this 
is what he read : 

"The bearer of this is a young man who thinks he can be 
a lawyer. Examine him if you want to. I have done so, and 
am satisfied. He's a good deal smarter than he looks to he. 

"Yours, 

' ' Lincoln. ' ' 

The people of Illinois liked the work that Lincoln 
had done in the legislature, so they sent him to Con- 
gress. The slavery question was growing more and 
more important. Lincoln was against slavery and 
thought it should be done away with. The slavery 
question was uppermost in the minds of all the politi- 
cal leaders as the new country in the West was split 
into states. The southerners wanted the new states 
to be open to slavery. The northerners wanted them 
to be free. The congressmen from the North fought 
hard to keep slavery from spreading into the great 
lands of the West. To Lincoln it was wi'ong to hold 
slaves, and always would be wrong. 

The North and South w^ere growing more and 
more bitter toward each other. The struggle for the 
control of the new states became hotter and hotter. 
Tlie famous book. Uncle Tow's Cabin, told of the 



296 



FAMOUS AMERICANS 



sufferings of the slaves. Thousands of persons were 
led to opx^ose slavery after reading it. Lincoln 
sav^ clearlv that the nation could not be half slave 




Lincoln Debating with Douglas 

and half free. ''A liousc divided (((jainsf itself ean 
not stand/' he said. 

His chance to strike a l)low against slavery came 
when he was a candidate for a seat in the United 
States Senate. His opponent was Stephen A. Doug- 
las, a famous speaker. Douglas defended slavery 



ABRAHAM LINCOLN 297 

while Lincoln opposed it with all his heart. The 
speeches of the two men were listened to by great 
crowds. When they were printed in the newspapers 
they were read by the people of the whole country. 
Douglas won the election to the Senate, but Lincoln 
won fame as an anti-slayery man. He was asked to 
make speeches in all the large cities in the North. 

He was nominated for the presidency of the 
United States. His debates with Douglas and his 
siDeeches throughout the country had aroused the 
people. Those in the North were solidly in fayor of 
him, while the slaye owners of the South united 
against him. He was elected president of the United 
States and seyen Southern States withdrew from the 
Union. They were South Carolina, Georgia, Florida, 
Alabama, Mississippi, Louisiana and Texas. They 
were followed soon by Virginia, North Carolina, 
Tennessee and Arkansas. These eleyen states set up 
a separate goyernment which they called the Confed- 
erate States of America. Jefferson Dayis, of Vir- 
ginia, was elected president. 

President Lincoln set to work to preserye the 
Union as soon as he took office. When the Confed- 
erates fired on Fort Sumter in Charleston Harbor, 
on April 12, 1861, President Lincoln at once called 
for yolunteers. Guns and supplies were gathei'ed 
(juickly and soldiers were soon in the field. Most 
of the northerners thought it would be an easy matter 



298 



FAMOUS AMERICANS 



to put down tlio rchcllioii. Tho first battle between 
the Union and Confederate forces was fought at Bull 
Riui, not far from Washington. The Union soldiers 
were defeated, and retreated in a panic. That defeat 
made the northerners realize that the struggle would 
be long and bitter. 




Photo from I'lul'i-wooil anil Underwood. 

Lincoln as President of United States 

The Civil War continued from 1861 until 1865. 
Through it all Lincoln w^atched and guided the na- 
tion. He worked hard to win success and to bring 
the Southern States back into the Union. During 
the first two years of the war the North lost more 
battles than it won. General after general was placed 
in charge of the armies, but the results were the same. 



ABRAHAM LINCOLN 



299 



The southern forces under General Lee marched 
through Maryland into Pennsylvania. The entire 
North was alarmed and many felt the Union was lost. 
At Gettysburg, General Meade met the Confederates 




Council of \\ ar — Lincoln and Union Generals 

and defeated them after a three-day battle. The 
next day Grant captured Vicksburg, on the Missis- 
sippi River. After that Grant was made a lieutenant- 
general and placed in charge of all the northern 
troops. At last the president had found a general 
upon whom he could depend. From that time on the 



300 FAMOUS AMERICANS 

tide of the battle turned in favor of the Union 
Armies. 

In the autumn of 1862 President Lincoln issued 
the Emancipation Proclamation which set free all 
the slaves in the states that had seceded. The negroes 
in the South were a great aid to the Confederates. 
While their masters were at war the slaves tilled the 
soil and raised food, not only for the homes but also 
for the Southern Army. Lincoln warned the 
Southern States that if they did not return to the 
Union before January 1, 1863, he would free all 
their slaves. As none of the states returned, the 
Proclamation went into effect on that date. Many 
of the slaves made their way North and joined the 
Union Army. 

Tlie many defeats of the Northern Army during 
the early part of the war threw a heavy burden on 
President Lincoln. Day after day he waited for news 
from the arm}^ He spent hours at a time at the 
telegraph office. He was always sorry when word 
was received that his soldiers were driven back. A 
group of soldiers from Vermont called on him one 
day to ask for a pardon for one of their men. He 
had been sentenced to be shot because he fell asleep 
while on guard duty. He was only a boy and had 
volunteered to do guard duty for a comrade who was 
sick. The next night he was also put on duty. Two 
niglits without sleep were too much for the boy. 



ABRAHAM LINCOLN 



301 



He never had beeu away from home before, and was 
used to going to bed early. The president could not 




Ford Theater W'liere Lincoln Was Shot 

refuse the request and gave orders that the soldier 
should be freed and returned to his regiment. 

The suffei'ing of the sick and wounded in the 
army hospitals was almost unbearable. At that time 



P,02 



FAI\[OUS AMERICANS 



there were few nurses and no Red Cross Society. 
Many of the men lay on the f iekl for days before they 
were attended to. Early in the war, Miss Clara Bar- 
ton saw the suffering of the soldiers who were 
brought into Washington. She knew their wounds 
should be dressed on the battle-field. She went to 
President Lincoln and the generals in the army and 




Photo from Undi i w ood iml ITud. rwood 



Lincoln's Home at Springfield, Illinois, from Which He \\'as Ilnried 

was given permission to go to the front to help the 
wounded. Supplies were sent to her by the people of 
the North who were anxious that their boys should 
be given every comfort possible. Tu tliis way many 
lives were sav(Hl that would otherwise have been lost. 
Lincoln's term as president drew to an end lief ore 



ABRAHAM LINCOLN ;U)3 

the war was over. Maii.y opposed his reelection. 
They said he was not fit for office. His friends, who 
knew and loved him, remained firm, and he was re- 
elected. They would have no other leader to guide 
them to victory, for victory was then in sight. With 
Grant, Sherman and Sheridan leading the Union 
Armies, the Confederates were defeated steadily. 
Grant captured Petersburg and Richmond. Lee 
surrendered at Appomattox Court House. This put 
an end to the war. 

At last secession and slavery gave way. The 
southerners had fought a heroic fight, but they had 
been crushed by a stronger force. Lincoln at once be- 
gan the task of restoring the torn states into a firm 
Union. Both sections of the country rejoiced that 
the long struggle was over. The joy and happiness 
of the people were soon turned to deepest sorrow. On 
the evening of April 14, 1865, President Lincoln and 
his wife visited Ford's Theater, in Washington. 
Their box was draped with flags. Suddenly a pistol 
shot rang out and a man leaped from the president's 
box to the stage. Before any one knew that Lincoln 
had been shot the man crossed the stage and disap- 
peared through a door in the rear. 

CAPTAIN! MY CAPTAIN! 

Captain! my Captain! onr fearful trip is done; 
The ship has weathered every wrack, the prize we sought is 
won ; 



304 FAMOUS AMEHTCANS 

Tlic port is neai', llie Ix'lls T licai', the people all exulting", 
While follow eyes the steady keel, the vessel grim and daring: 
But heart ! heart ! heart ! 
the bleeding' drops of red. 

Where on the deck my Captain lies, 
Fallen cold and dead I 

Captain! my Captain! rise np and hear the bells; 

Rise up — for yon the flag is flnng — for you the bugle trills; 

P^or you l)on(inets and i-ibboned wi-eatlis — for you the shores 

a-crowding ; 
Foi- you the eall, the swaying mass, their eager faees turning. 
Here, Captain! dear father! 
This arm beneath your head ! 

It is some dream that on the deck, 
You've fallen cold and dead. 

My Captain does not answer, his lips are pnle and still; 
My father does not feel my arm, lie has no pulse nor will; 
Tlie ship is anchored safe and souml, its voyage closed and done, 
From fearful trip, the victor shi]) comes in with object won. 
Exult, O shores, and ring, O I)ells! 
But I, with mournful tread, 
AValk the deck my Captain lies, 
Fallen cold and dead. 

Walt Whitman. 

SITCGESTIONS 

The life of Lincoln is so full of incidents of importance that 
the first lesson should go no fui-ther than the end of the Black 
Hawk War. Use the text and have it read by paragi-aphs. Sum- 
marize the main points Avitli the aid of questions and develop 
an outline at the board. An assignment in the text for home 
reading should be made in prepai'ation for the second lesson. 



ABRAHAI\I LINCOLN 305 

This should cover the period ending with Lincoln's election to 
the presidency. The account of his life should be concluded in 
the third lesson. This should be followed by a summary of his 
services. Here all the forces in our national life that were 
brought to a focus by the Civil War should be pointed out and 
Lincoln should be portrayed as the dominant figure in that 
epoch. Captain, Mij Captain may be presented in a poem 
study lesson. Explain the meanings of the words and point out 
the vivid word pictures that Whitman has drawn. Do not have 
the selection memorized, but try to show the beauty and 
grandeur of the poet's eulogy of Lincoln. 

QUESTIONS 

1. Why do people still remembei- Lincoln and talk al)out liim ? 

2. Why were the people of the North against slavery? 

3. Why did the people of the South want to keep tlieii- slaves? 

4. What Avere the causes of the Civil War? 

5. IIow did Lincoln's life show that there is a great oppor- 
tunity for all people in this country? 

6. IIow did he earn the name of "Honest Abe"? 

7. What does "secession" mean? 

8. Why were the southerners able to fight for four years? 

9. What was the Emancipation Proclamation? 

10, Was Lincoln a greater man than Washington? Wliy? 

REFERENCES 

Baldwin : Ahraham Lincoln. 

Lodge and Roosevelt: Ilrro Talcs from American 

History. 
Mabie : Heroes Every Child Should Know. 
Nicolay and Hay: Abraham Lincoln. 
Tarbell: The Life of Ahraham Lincoln. 



CHAPTER XXX 

ULYSSES SIMPSON GRANT 

Born: Point Pleasant, Ohio, April 27, 1822. 

Died: IMount McGregor, New York, July 2.3, 1885. 

LiNcoLX was not the onlv bov boi-n in a rough loo: 
cabin who hiter became president of the United 
States. The best Union general during the Civil War 
was Ulysses Simpson Grant whose rise from a cabin 
to the White House was almost as great as Lincoln's. 
Many generals tried to defeat the Southern Army. 
When Grant was given command of the Union forces 
there was no longer any failure. He drove the Con- 
federates before him and did not sto]) until they had 
surrendered. 

Grant's boyhood was spent on his father's farm. 
There was so much work to do in taking care of the 
soil that very little time was left for school. As soon 
as he was old enough to hold a i3low he did as much 
work as a man. He planted corn and potatoes, helped 
bring in the crops when they were ripe, chopi)ed and 
hauled wood, and tended to the horses and cows. It 
was only for a few weeks during the winter months 
that lie could attend the village school. With all his 



ULYSSES SIMPSON GRANT 307 

work and study Ulysses Grant found time to enjoy 
himself. He went to the old swimming hole in the 
sunmier, and during the winter he found time to 
skate on the pond. 

When he was about twelve years old a circus ap- 
l)eared in the neighborhood. Whether Grant paid to 
get in or crawled under the tent is not known. At 
the circus there was a clown with a white mule. The 
clown offered a dollar to any one who could ride the 
mule around the ring. Grant sat watching for some 
time. After many boys and young men had tried 
and failed, he entered the ring and offered to ride 
the nnile. He climbed on the animal's back and rode 
almost around the circle when the mule lowered its 
head and kicked up its heels. In a moment Grant 
found himself stretched on the sawdust. The crowd 
laughed as he got up and askc^l for another trial. 
This time he faced the rear, wrapped his legs around 
the animal's body, and held on by the tail. The mule 
kicked and bucked, but could not pitch him off. 

Grant liked horses so much that he wanted one 
that he could call his own. A farmer who lived near 
l)y owned a colt that young Ulysses w^anted. The 
boy's father offered twenty dollars for it, but the 
farmer wanted twenty-five dollars. Grant begged so 
liard for the colt that finally he was told to go to the 
owner and offer him twenty dollars for it. If that 
was not accepted he was to offer twenty-two and a 



308 FAMOUS AMEEICANS 

half. If that would not buy the colt, twenty-five dol- 
lars was to be offered for him. Grant at once went 
to the farmer's home. He found the man busily at 
work in the fiehl. Going- up to him, he said, *'Papa 
says I may offer you twenty dollars for the colt, but 
if you won't take that I am to offer you twenty-two 
and a half, and if you won't take that to give you 
twent3^-five dollars for him." The boy got the colt, 
but he paid twenty-five dollars for him. 

AVhen Grant was seventeen years old lie was sent 
to West Point, the school for United States Army 
officers. Although he had been named Hiram 
Ulysses Grant, he found upon arrival that his name 
had been entered as U. S. Grant. He could not have 
the name changed, so ever afterward he called him- 
self Ulysses Simpson Grant. Because of his initials 
he was often called "Uncle Sam Grant" by his 
friends. 

After being graduated from West Point, Grant 
was stationed at St. Louis until the outbreak of the 
Mexican War. Then he was ordered to the front. 
During the storming of ^lexico City, Grant placed a 
small cannon in the steeple of a church. From there 
he dro]jped shells on the Mexicans who guarded the 
gateway to the city. For his bravery during the war 
he was ])r()in( »t('d from the rank of licMitenant to 
captain. 

Grant was oi-dered to Oreg'on soon after the close 



ULYSSES SIMPSON GRANT 



309 



of the ^lexical! War. The long and tiresome journey 
was made by steamer to the Isthnms of Panama. At 
that time there was no canal to sail through. He and 




wood. 



General U. S. Grant 



his men landed and marched across the swamps and 
mountains to the Pacific Ocean. There thev boarded 



310 FAMOUS AMERICANS 

other steamers in which they finished the trip. 
Guard mounting and occasional Indian fights did 
not interest Grant, so he resigned from the army and 
returned to his family in the East. 

For the next four years he worked on a farm 
which his wife owned near St. Louis, Missouri. His 
dislike for farming and his poor health caused him 
to enter the real-estate business with a cousin of his. 
He failed in this, just as he had failed in farming. 
Then he moved to Galena, Illinois, where he worked 
as a clerk in his father's store. Every one knew that 
Ulysses Grant was a failure. They knew that he had 
received a good education at West Point, and that 
he had served in the Mexican War. They also knew 
that he had failed as a farmer and as a real-estate 
agent, and that he had been forced to return to his 
father's home with his wife and children. But they 
were soon to be very proud of him. 

When President Lincoln called for seventy-five 
thousand volunteers after Fort Sumter was fired on, 
Grant at once returned to the army. He took charge 
of recruiting troops in Illinois. Later, he was made 
colonel of one of the Illinois regiments. His first 
move was to Fort Henry which was captured. He 
then went down to Fort Donaldson and succeeded in 
taking that place. Because of his successes he was 
made a majoi'-general. He kept on the trail of the 
C(mfederates and gave them no rest. Early in April, 



ULYSSES SIMPSON GRANT 311 

1862, he met the enem}^ at Shiloh. The battle was 
fought for two days before Grant w^as able to force 
the enemy to retreat. At the close of the first day it 
looked as though Grant would be beaten. He made 
X)lans to renew the attack in the morning. Fresh 
troops arrived during the night, and the end of the 
second day found the Confederates retreating before 
the Union Army. 

The Confederates had fortified Vicksburg, on the 
Mississippi River. If that place were captured, the 
Confederacy would be cut in two. Grant's men were 
carried to the west side of the Mississippi, where 
they began their march to a point below A^icksburg. 
Then they recrossed the river and began their march 
against the enemy's fort. With the aid of the Union 
fleet, under Admiral Farragut, the line was drawn 
tighter and tighter around the town. For sev- 
eral months the Confederates who occupied Vicks- 
burg were besieged. They could get no sup- 
plies and were slowly starving. On July 4, 1863, 
Vicksburg surrendered. The whole Mississippi 
River was in the hands of the Union forces. One 
more Confederate stronghold remained. That was 
Chattanooga, Tennessee. The Confederates occupied 
Lookout Mountain where they could view the entire 
country. To their surprise the northern soldiers 
climbed up the steep sides of the mountain and 
forced them to retreat into Georgia. 



;i2 



FAMOUS A]MERICANS 



Lincoln had placed general after gencj'al in com- 
mand of the Northern Army, but they had failed, one 
after another. After Grant's successes at Vicksburg 
and Chattanooga, he was placed in full charge of all 
the Union forces. The armv was divided into two 




Sliennan's March to the Sea 

parts. Half was sent through Georgia under General 
Sherman. The remainder, under Grant, marched to- 
ward Richmond, the capital of the Ccmfederacy. 

Gi'ant met the Confederates in the "wilderness," 
a region of hills and forests. There he was lost track 
of for many days. All the time he was fighting and 
making plans to win the war. In a letter to Presi- 
dent Tvincoln, he ended by saying, ''T sJiaJJ fifjhf it 



ULY8SE8 8IiMPS0N GRANT 313 

out on this line if it takes all summer/' As he drove 
the southerners before him he burned their supplies 
and tore up their railroads. To make sure they 
would not put the rails down again, Grant ordered 
his men to build fires on which the rails were piled. 
When the}^ were red-hot the men seized the ends of 
the rails and bent them around trees. In this way 
the rails were twisted out of shape. 

The first stronghold in Virginia that fell was 
Petersburg. Grant and his men surrounded the town 
and prepared to attack it. A tunnel was dug under 
the breastworks that had been thrown up before the 
town. A large quantity of powder was placed in this 
tunnel. The i)owder was exploded and the Union 
men rushed through the break in the walls and 
stormed the town. During the bloody battle that 
followed. Grant stationed himself on a hill overlook- 
ing the city. He sat reading messages that were 
]3rouglit to him by breathless soldiers; once in a 
while he wrote a hasty reply to an officer on the field 
below. Bullets were falling all around him, l)ut he 
paid no attention to them. Several of the members 
of his staff suggested that he move to a safer place. 
Only when he had finished writing did he mount his 
horse and calmly say, "Well, they seem to have the 
range on us." Although the first attack on Peters- 
burg was a failure, the Union Army continued the 
siege and finally entered the town. 



314 FAMOUS AMERICANS 

After the fall of Petersburg, but one impoi'tant 
eitv was held by the Confederates. That was Rich- 
mond, their capital. Sherman had marched from 
Atlanta to the sea, and General Robert E. Lee, the 
Connnander-in-Chief of the Confederate Army, 
knew that the end of the war was near. He with- 
drew to Richmond, and Grant followed. The town 
was besieged and Lee was forced to withdraw. The 
two generals met at Appomattox Court House, where 
the terms of surrender were arranged. Grant al- 
lowed all the Confederates who had a horse or mule 
to keep the animal to be used on their farms as they 
began life anew. The Civil War was over. 

A long period of rebuilding followed the close of 
the war. After a short visit to the North, where he 
was hailed as a great hero. Grant went to Washing- 
ton. He was made secretary of war, and at once set 
about reducing the size of the army. The people 
throughout the country liked him so much that they 
elected him president of the United States in 1868. 
For eight years he was the head of the government. 

Grant made a tour of the world after he left the 
AVhite House. He met the king and queen of Spain, 
visited the president of France, and was the guest of 
the king of Italy. In every country the people 
shouted their welcome to the hero of the American 
nation. 

When Grant returned from his trip around the 



ITLY88E8 SIMPSON GRANT 



as 



world lie put all his money into a book-publishing 
concern which soon failed. Every cent was lost and 
he was a poor man again. Then he began to write 
the story of his life. He hoped to make enough 
money out of his book to keep his family in comfort. 




I h.iid ir.im Underwood and I'U'l' 

Lee Surrendering to Grant 

Before he had the work finished he was taken sick, 
He sat in bed, propped up with a pillow, and finished 
the book a short time before his death. The nation 
has honored Ulysses Simpson Grant by placing his 
body in a beautiful tomb which overlooks the Hud- 
son River, in New Yoi'k City. 



316 FAlMOrs AMEKICANS 

St tiGESTIOXS 

The life of Grant may l)e conipleted in two lessons. His 
life up to the time of the (jivil AVur may be presented by the 
teacher or read by the class. Show that Grant represented a 
distinct type of individual. Point out the similarities that 
existed between his career and tliat of Patrick Henry. The sec- 
ond lesson should deal with Grant's services during the Civil 
War and his later life. Present tliis l)y means of the text-book 
developed method and conclud*^ witli a rajud oral drill. Empha- 
size Grant's absolutely lo<>'ical mind, his careful planning" and 
dogged perseverance. Show that his generosity in dealing with 
the South liel]icd to lieal tlie breach ])etween the two sections 
Discuss tlic illusti-ations in the text and use any others that may 
be available. 

• ■ QUESTIONS 

1. Is success in business always a good measui-e of a man's 
ability? Why? 

2. How were Grant and Lincoln alike? How were they 
different ? 

3. Wliat great school is at West Point ? 

4. What kind of nuni are chosen to go there? 

5. What training and experience did Gi-aut have b(^fore Ihc 
Civil War? 

G. Why was it im])ortant to capture Riclnnond? 

7. Why (lid Grant succeed where other gciUM-als had failed? 

8. How did Grant show his genei-osity at A])))oma1tox Court 
House? 

9. Why was Grant elected to the lu-esidency ? 
10. Whv did Grant wrilc the storv of his life? 



ULYSSES SIMPSOX GRANT 317 

KKPKRENCES 

Burton : Four American Patriots. 

Grant : Personal Memoirs. 

Hill: On the Trail of Grant and Lee. 

Nieolay: The Boy's Life of Vlysses 8. Grant. 

Wilson: Division and Reunion. 



CHAPTER XXXI 

EGBERT EDWARD LEE 

Born: Westmoreland County, Virginia, January 10, ]S07. 
Died: Lexington. \'irginia, October 12, 1870. 

Not all the heroes of the Civil War were in the 
Northern Army. The Sonth had its great leaders, 
although it fought a losing fight. The greatest of 
these was the commander-in-chief of the Confeder- 
ate Army, General Robert Edward Lee. Two mem- 
bers of his family were signers of the Declaration of 
Independence. "Light Horse Harry" Lee, the 
father of Robert, was a general in the Revolutionary 
War. 

During Robert E. Lee's boyhood he heard many 
tales of army life from his father and the friends 
who visited the i)lantation in Westmoreland County. 
When he was eighteen he decided to become a soldier 
and was sent to West Point. Officers are trained 
there for the United States Army. He spent four 
j^ears there and was known as a good student. When 
graduation came he was second in his class, and was 
made a lieutenant in a company of engineer's. 

His work as an engineer took him all over the 

318 



ROBERT EDWARD LEE 



319 




Robert Edward Lee 

country. At Fortress ]\[onroe, Yiroiiiia, lie 
strengthened the walls and ini})i'()ved the har])or de- 
fenses. He spent a few niontlis in Washington, and 



320 FAMOUS AMEKICANS 

then was sent to St. Louis, Missouri. The Missis- 
sippi River often overflowed its banks at that point, 
and Lee was ordered to build walls that would keep 
the water in its channel. He succeeded in buildin<>, 
up the shores by driving huge logs, or piles, along 
the water-front. When this work was done he was 
called to New York where he improved the defenses 
in the harbor, just as he had done at Fortress Monroe. 

When war was declared with Mexico, Lee was 
ordered to the border as chief engineer. Soon he was 
promoted to the rank of captain. While laying siege 
to a Mexican town, Captain Lee offered to get in- 
formation as to the number of the enemy, their exact 
location, and the best way to attack them. He 
learned all he wanted to know and was about to return 
to camp when he saw a party of Mexicans approach- 
ing. He hid behind a clump of bushes. The Mexi- 
cans rode past him slowly, so close that he could have 
reached out and touched them. Instead of hurrying 
]>ack to camjD, Lee followed the Mexicans and learned 
more about them. When he did return he was able 
to give his general news that helped him to drive out 
the enemy in that section. 

After the ^lexican War, Lee spent three years 
strengthening the defenses of Baltimore. Then he 
was appointed superintendent of West Point. While 
in charge of the school he increased the length of 
time that had to be spent in becoming an army offi- 



EGBERT EDWARD LEE 321 

cer to five years. Hardly had he gotten his phius in 
working order at West Point when he was made a 
lieutenant-colonel and ordered to join a regiment of 
cavalry. He would rather have remained at West 
Point, but he was too good a soldier to refuse to obey 
orders or to complain. 

Shortly after his transfer to the regiment of cav- 
alry, Lee's regiment was sent to Texas. That state 
had been admitted recently to the Union and the peo- 
ple were being troubled by the Indians. Lee spent 
three years there, ruling the redskins with a firm 
but gentle hand. During his service in Texas he re- 
turned home to Virginia for a short visit. At that 
time he was called upon to command the United 
States soldiers who were ordered to capture John 
Brown and his raiders. Brown had led a party of 
men against the army store-house at Harper's Ferry, 
Virginia. He wanted to get guns and ammunition 
with which to begin a war against all slave owners. 
Brown was surrounded by Lee's troops and forced 
to surrender. Later Lee retui'ued to Texas. 

In 1861 the question of slavery between the North 
and South reached such a point that the Southern 
States were threatening to withdraw from the Union. 
Many men in the North did not want this to happen. 
There were also many in the South who believed that 
the nation should not be split in two. When Abra- 
ham Lincoln w^as elected to the presidency the south- 



322 FAMOUS AMERICANS 

erners felt that all hope of settling the slavery ques- 
tion was gone. Every one knew of Lincoln's dislike 
for slavery. The slave owners were sure they would 
be forced to give up their shaves, so they decided to 
be the first to act. 

Lee knew that war was bound to come Ix'tween 
the Northern and Southern States. As an officer in 
the United States Army he would have to lead his 
men against his southern friends and relatives. His 
family was in Vii'ginia and all his sons were slave 
owners. On the other hand, he felt that the Southern 
States were wrong in fighting the United States Gov- 
ernment and that the result would be a bloody war. 
It w^as hard for Robert Lee to decide whether to re- 
main in the army and fight his friends and relatives 
in the South, or withdraw from the aiiny and fight 
against the government. In the end he decided that 
he could not draw his sword against his children, his 
friends and the people of his native state. HaA'ing 
made this decision, he resigned from the United 
States Army. 

As soon as Lee gave up his position in the United 
States Army the president of the Confederacy, Jef- 
ferson Davis, made him secretary of war. He took 
full charge of the coast defenses in the South. The 
harbors were prepared to resist attack. Food, am- 
munition and other supplies were gathered in prep- 
aration for a lona' strua'ale. 



EGBERT EDWARD LEE 323 

In 1862 Lee was made comniaiKler-in-chief of the 
Armies of the South. His men soon learned to love 
and respect him. At all times he was ready and will- 
ing to help them. One day he issued an order which 
stated that no one was to be given leave of absence. 
Shortly afterward a private called upon him and said 
tliat he would like to have ten days' leave so that he 
could go home. He had left his wife and child with 
a few slaves. He had received word that the slaves 
WTi'e running away. He wanted to return in order 
to get them and put them to work with the Southern 
Army. In this way he would be sure they would 
earn enough to support his wife. Lee hardly knew 
what to say when the soldier had finished speaking. 
He could not go back on the order which he had just 
written and he did not want to refuse the request. 
After much thought he found a way out. He sent an 
order to the man's captain putting the soldier on 
secret service duty for ten days. Lee told the man 
to learn all he could about the Union Army. At the 
same time he might visit his home. 

Lee had great success with his aiinies during the 
first year he was in command. He pushed his way 
north through Maryland and into Pennsylvania. The 
North was alarmed. First they thought he would at- 
tack Washington, but he passed the capital without 
stopping. No one knew where he was going, and the 
excitement grew. A Northern Army was sent to stop 



r>24 



FAMOUS AMERICANS 



his march. The two armies met at Gettysburg on the 
first of July, 1863. The armies gathered on opposite 
hills and the fight began. Victory at first was on 
the side of the South, but reinforcements for the 
North turned the tide of battle. General Lee, on 
horseback, looked over the field with his glasses, and 




Battle of Gettysburg 

directed the movements of his troops. Officers hur- 
ried back and forth, carrying out his orders. For 
three days the battle raged and the Confederates 
prepared for a final struggle to force the Northern 
Army to withdraw. The finest men of the South 
were 23laced under General Pickett and hurled 



ROBERT EDWARD LEE 325 

against the Union lines. With fifteen thousand men 
he marched up the slope which sheltered the north- 
ern soldiers. A rifle and artillery fire cut down the 
southerners like a reaper cuts hay, but their ranks 
did not break. When the Confederates reached the 
Union lines they met a wall of bayonets. During the 
fierce hand-to-hand struggle wdiich followed more 
lives were lost and many pi'isoners were captured. 
Pickett's men were worn out by their dash up the 
hill, and they could not hold the position which they 
had won. The few that were left were swept back, 
and the crushed but still undefeated Confederate 
Army slowly retreated across the Potomac into Vir- 
ginia. The war continued for nearly two years before 
they were finally forced to surrender. 

It was not until after the siege of Petersburg and 
the fall of Richmond that General Lee surrendered 
to Grant at Appomattox Court House, Virginia, 
April 9, 1865. Lee agreed that his men would lay 
down their guns, return to their homes, and no longer 
fight against the Union. In parting from his men 
who had fought so nobly for the cause they believed 
to ])e right, Lee said, "Men, we have fought through 
the war together ; I have done my best for you ; my 
heart is too full to say more. ' ' 

After the war General Robert E. Lee returned 
to his native state, Virginia. He accepted the presi- 
dency of Washington College, at Lexington. There 



126 



FAMOUS AMERICANS 



were very few students in tlie South who could af- 
ford to go to college after the war, but Lee began to 




III Underwood. 



General Lee's Home at Arlington, Virginia 

build up the school and make it worthy of George 
AVashington, after Avhoni it was named. For five 
years he served as president of the school. During 
that time he did all he coidd to rejoin the North and 
South. When he died his old horse, "Traveler," was 
led, riderless, by two soldiers l)ehind the hearse. 

SUGGESTIONS 

In presenting: the life of Lee to tlie cljiss tlie teacher should 
strive to show all the facts in their ti-iic li<ihl. I'se the text-book 



ROBERT EDWARD LEE :127 

studied method and speak of liis loyalty and bravery during- the 
War with Mexico and his brilliant record as an ai-niy engineer. 
Some of the harbor defenses that he built are still in service. 
His life is a study of contrasts and a splendid opjioi-tunity is 
afforded to di'aw a picture of the conflict tliat raged within liim 
before he made his decision to fight for the southern cause. His 
courage, ability, and devotion to his men all tend to make Lee 
a heroic figure. He was a master of military strategy and a 
leader who won and held the confidence and loyalty of his 
soldiers. His work as president of Washington College after 
the conclusion of the Avar was important as it helped in the 
rebuilding of the South through education. 

QUESTIONS 

1. What work did Lee do after graduating' from West Point? 

2. Who was John Brown? What did he do? 

3. What was the Confederacy? 

4. AVliy did Lee decide to fight for th(> South? 

5. Do you think the men in the Confederate Ai-my were as 
brave as those in the T^nion forces? Why? 

6. Gettysl)urg has been called "the hig'li water mark of tlie 
Confederacy." What does that mean? 

7. Why was Lee forced to surrender? 

8. What did Lee do after the war? 

9. What is the meaning of Memorial Day? 

10. Are the northerners and southerners friends to-day? Why? 

REFERENCES 

Hamilton: Life of Bohert E. Lee for Boijs and (Jirls. 

Hill : (hi the Troll of Grant and Lee. 

Johnston: Leading American SoIdi(rs. 

Lodge and Roosevelt: Hero Tales from American 

History. 
Mabie : Heroes Every Child Should Know. 



CHAPTER XXXTT 

CLARA HARLOWE BARTON 

Born: Oxford, Massachusetts, Decoml)er 25, 1S21. 
Died: Glen Echo, Maryland, April 12, 1912. 

DiTRiNG the World War the boys and girls in the 
schools all over the land joined the Jiuiior Red Cross. 
Now that the war is over, some may forget that there 
is a Red Cross Society. At Christmas time they will 
be reminded of it when they see the Red Cross stamps 
I)asted on the letters and packages they receive. The 
money raised from the sale of these stamps is used 
to help the sick and prevent the spread of disease. 
Clara Barton, the foimder of the Red Cross Society 
in the United States, was a Christmas gift herself, 
having been born on Christmas Day. She had sev- 
eral brothers much older than she who taught her to 
ride a horse. They roamed through the woods with 
her and coasted down the long, snow-covered hills in 
winter. She helj^ed them when they j^lanted veg- 
etables, joicked the fruit, and drove the cows in from 
the pasture. 

AVhen Clara was eleven years old she had her first 
experience in nursing. One of her brothers fell from 

328 



CLARA HARLOWE BARTON 329 

the top of the l)arn and injured his liead. He was 
cared for by his little sister for two years. She 
watched over him and put aside all thoughts of pleas- 
ant horseback rides through the country, or sleigh- 
ing parties over the icy roads. 

Just as soon as her brother was well again Clara 
returned to school. When she was only sixteen years 
old she began to teach in one of the schools in the 
neighborhood. She was successful at once. The 
games she had played with her brothers were used 
to good advantage. Out on the playground at recess 
time she showed the children that she could play 
better and faster than they. Her great popularity 
and success as a teacher soon spread and she was of- 
fered positions in other states. 

When Clara Barton was about twenty-one she 
went to Bordentown, New Jersey. There was no pub- 
lic school in the town and the children ran wild in 
the streets. When the new teacher arrived, manv 
people laughed at her and said she would fail. If a 
man had to leave because he could not control the 
children, surely a young woman could not hope to 
succeed. She insisted, and offered to teach for three 
months without pay to show the people that a school 
could be opened and made a success. 

Her first school was an old, unused building on 
the edge of the town. She began with six pupils. 
She was so interesting that her pupils told all the 



330 FA:^[OUS AMERICANS 

other children in the town al)out the wonclerful 
teacher. Every day moi'e and more childi'en came to 
the school mitil there was hardly room for them all. 
The next year a new school was built and Clara Bar- 
ton w^as put in char^c^e. AVhen she was forced to giye 
up teaching because of her poor health, the school 
had grown from six to six hundred pupils. 

After that she went to Washington, the capital 
of the country. There she secured a position in the 
Patent Office. It Avas while in Washington that she 
heard so much talk about the slavery question. Like 
everA" one else she saAv there Avas danger of the coun- 
try splitting into two parts. There was no question 
as to which side Clara Barton Avas on. She believed 
that slaA^ery was wrong and that it c()uld not con- 
tinue to exist. 

AVhen the Civil War began she saw the sick and 
the Avounded soldiers Avho were brought to the Wash- 
ington hospitals. She recognized some of the boys 
she had taught in Massachusetts. Some had not had 
their wounds properly attended to and they were in 
great pain. Miss Barton gave all her time to caring 
foi* the men. As the war went on, more and more 
Avounded Avere brought into the capital. Bays often 
passed betAveen the time they AATre Avounded and their 
arrival in the hospital. Many died from neglect. 
Miss Barton spent her own money in caring for the 
men. Su])])li('s and mou(\\' came i'nmi all over the 



CLAKA HARLOWE BARTON 



831 



North as soon as the people beard of the work slie 
was doiiii;'. Medicine, bandages, clothing, jellies, 
fniit and other foods were sent to her in snch large 




Photo from Underwood and Uiidtrwi.od. 

Clara Harlowe Barton 



qnantities that she alwa3's had several tons of them 
on hand. 

Many deaths were cansed by the long jonrney 



332 FAMOUS AMERICANS 

from the battle-field to the capital. Much could be 
done to relieve the sufferings of the soldiers if their 
wounds could be dressed on the field. Clara Barton 
offered to go to the firing-line and take care of the 
men wounded in battle. The officers would not al- 
low it. Such a thing never had been heard of before. 
The battle front was no place for a woman, they told 
her. Clara Barton did not accept defeat, but kept 
after the government officials until she was given 
permission to take food and supplies, medicines and 
bandages, to the wounded on the field. 

Miss Barton followed on the trail of the Union 
Army for foui- years. During that time she was on 
sixteen battle-fields, binding the wounds of the sol- 
diers and preparing food for them. Friend and foe 
were alike to her. Her only enemies were death, 
disease and suffering. Confederate soldiers were 
cared for as tenderly as were those who wore the blue. 
Her fame spread throughout the nation and it is 
little wonder that soon she was known as ' ' The Angel 
of the Battle-field." 

Her work was not completed when the war was 
over. Thousands of soldiers were missing. Jjetter 
after letter was received at the A¥ar Department, 
asking for some one to search for a lost son or 
brother. She threw herself into the work of finding 
those who had disa])peared. Her own Avork on the 
battle fronts had given her many lists of the dead. 



CLARA HARJ.OAVE BARTON 333 

To these she added all she could gathei- in order to 
make her records complete. In this work she was 
aided greatly by Uorrance Atwater. He had been 
a prisoner at Andersonville, the largest of the Con- 
federate prison camps. While there he kept a rec- 
ord for the prison officials of all the northern men 
who died. Knowing that the people at home would 
want to know what became of their boys he made 
another list on scrap-paper and rags. When he was 
freed he learned of IMiss Barton's work. He wrote 
and told her of the fifteen thousand names he had 
kept. He said that if the graves were not marked at 
once it would be impossible to find them. All the 
battle-fields were visited by Miss Barton, and thou- 
sands of relatives received letters from her which 
told of the final resting-place of their loved ones. 

When "The Angel of the Battle-field" finished 
her work of finding the missing soldiers, she trav- 
eled about the country, telling the people about her 
experiences. Crowds gathered in every city to see 
and hear the woman who had given so many years 
of her life to the great work of caring for the sick 
and suffering. The great strain of these long years 
was too much for Miss Barton, and she was forced 
to give up speaking. Her doctor told her to travel if 
she wanted to regain her health. She went to Eui'ope 
and visited all the countries there. 

While in Geneva, Switzerland, she learned about 



334 FA]\10US AiMKinCANS 

the Red Cross Society. A convention had been held 
there in 1864 to find some way to help siclv and 
wounded soldiers. Most of the nations of the w^orld 
were represented and a treaty w^as signed. They 
agreed that all sick and wounded soldiers, all doc- 
tors and nurses, and all hospitals and supplies should 
not be captui'ed by either army engaged in war. 
Badly wounded men should not be held prisoners, but 
should be returned to their own army as soon as pos- 
sible. All injured soldiei's should be treated alike, 
regardless of the army to which they belonged. All 
Red Cross workers were to weai' a white arm-band 
with a red cross on it. The hos|)itals and ambulances 
were to fly a white flag with a red cross in the center. 
All buildings with this sign were to be protected by 
friend and foe. 

The United States had been engaged in the Civil 
War when the Red Cross Society was formed, and 
had paid no attention to it. Miss Barton studied the 
work of the Red Cross Society during the Franco- 
Prussian War which took place while she was in 
Europe. On her return to the United States she 
urged this country to join in the movement to lessen 
the horrors of war. It was not until 1882 that the 
treaty was signed and the United States took her 
place with the ]'est of the world in this great work. 

The work of the Red Cross Society is not nil 
done in time of war. During famine, flood, earth 



CLARA HARLOWE BARTON 335 

quake, fire and other serious disaster, the society is 
ready and willing to send assistance. During the 
Spanish-American War, the Galveston flood, the 
San Francisco earthquake, and other events of a like 
nature, the Red Cross Society has always sent its 
workers to aid the helpless. Several times the Amer- 
ican Red Cross has left the country to relieve suf- 
fering elsewhere. When the wheat crop failed in 
Russia, food was rushed to the 2)eople-in that country 
to keep them from starving. Again, when the Turks 
massacred the Armenians "Our Tjady of the Red 
Cross" led hei* l)and of workei's to their relief. 

SrtJGESTIONS 

The account of tlic life and woi'k of Clara Barton offers an 
admirable opportnnity for a discnssion of the period between 
the Civil War and tlie Si:)anish-American War. Assign the 
acconnt in the text for home reading. In the work in class make 
the appeal to the girls. War always means snffering. Show 
how keenly ]\Iiss Barton I'ealized tliis fact and what she did to 
change conditions. Connect her Avork with the fonnding of the 
American Red (*ross Society and i)oiiit out what is done in time 
of peace to relieve distress. Clara Barton's great work was 
begnn in the Civil War and she helped in Cnba dnring the war 
with Spain. Unless extreme care is taken to avoid the difficnlty, 
the children will not gras]i the significance of the years that 
intervened between the two wars. JMake extensive nse of qnes- 
tions and strive to create the impression that service was the 
kev-note of Clara II. Barton's life. 



336 FAMOUS AMERICANS 

QUESTIONS 

1. What does a nursp have to do? 

2. I low did Clara Barton boeonu' interested in nnrsinj?? 

8. Wonld von have liked to attend Clara Barton's Boi-den- 
town sehool? Why? 

4. Wliat did Clara Barton do foi' the wonnded soldiers in 
Washington? 

f). Why did she leave AVashington? 

(i. llow did sh(> help after the war? 

7. Why was ('lara Barton ealled "The Angel of the Battle- 
field"? 

(S. Why was the Red Cross Society formed? 

0. What is the Red Cross Society doing now? 
10. Is a nnrse jnst as brave and valnable as a soldier? Why? 

a REFERENCES 

Baldwin : An American Bool" of Golden Deech. 
Barton : Story of the Red Cross; Cflimpses of Field WoH\ 
Epler: Life of Clara Barton. 
Parkman : Heroines of Service. 
Thaver: Women Who Win, 



CHAPTER XXXIII 

WILLIAM MCKINLEY 

Born: Niles, Ohio, January 29, 1843. 

Died: Buffalo, New York, September 14, 1901. 

When William JMcKinley answered President 
Lincoln's call for volunteers to fight the South in 
1861 he never thought that some day he would sit in 
the president's chair and send forth a call for sol- 
diers. Before he entered the army he taught school 
for a short time. He hoped to save enough money to 
pay his way through college. At the outbreak of 
war he set aside all thoughts of school. There was 
only one thing he wanted to do; that was to enlist in 
the army. He was just old enough to be accepted, 
and was the youngest soldier in his regiment. He 
shouldered a gun for fourteen months and took part 
in many battles. 

When the Northern and Southern Armies were at 
Antietam, McKinley was in charge of the food sup- 
plies. The battle began before breakfast. During 
the heat of the fight, McKinley hitched up a pair of 
mules and carried hot coffee and warm food to the 
men in the field. All the time he was sei'ving the 

337 



FAMOUS AIMEETOANS 




I'hotu iruiu Uudtji'wood anU Undfrwood. 



William [McKinley 

fighters, the bullets were flying about him, l)ut he 
paid no attention to them. His bravery and kind- 
ness won him a commission as lieutenant. Before 
he was discharged he was made a major. 

Upon his return home, ^TeKinley began to study 



WILLIAM McKINLEY 339 

law. He entered the office of a lawyer for a time and 
then spent a year in a law school in Albany, New 
York. After passing the examinations he was al- 
lowed to argue cases in the courts. Then he opened 
a law office in Canton, Ohio. Soon he became suc- 
cessful and well-lvuown as a public speaker. His 
forceful speaking led him into politics and in 1876 
he was elected to Congress. While he was in Con- 
gress many men were talking about whether or not 
goods from foreign countries should be taxed when 
they came in to the United States. ^IcKinley was 
in favor of a high tax so that the people here who 
made the same kind of goods could sell them cheaper 
than those from other countries. In order to keep 
the cheai) foreign goods out of the country and help 
American manufacturers, McKinley had a bill 
passed that put a high tax on all such goods. After 
serving fourteen years in Congress he lost the elec- 
tion in 1890, but was elected governor of Ohio. His 
work as a Congressman, and the two terms he served 
as governor of his state, made him well-known to the 
people all over the country. In 1896 he was nomin- 
ated for the presidency of the United States and 
elected to that office. 

For many years before this the pe()|)le iu ( hiba 
had been fighting against Spain, who owned the 
island. The Cubans objected to being ruled hy that 
nation and wanted to be free and independent. 



340 l^^AAiOUS AMERICANS 

There were many Americans in Cuba who were be- 
ing starved and badly treated as a result of the war. 
The Spanish Government was asked to see that bet- 
ter care was taken of them, and that they were given 
enough food to eat. No attention was paid to this 
request and things grew worse. The United States 
battle-ship Maine was in the harbor of Havana, Cuba, 
to guard American lives and property. On the night 
of February 15, 1898, the shi^j was blown up by an 
explosion and two hundred and sixty-six men and 
officers were killed. No one knew just what caused 
the explosion, but as soon as the people of the United 
States heard about it they wanted to declare war 
against Spain. 

President McKinley refused to act in a hurry. 
He calmly waited until the matter was investigated 
and Spain had a chance to explain her side of the 
story. He waited for two months, hoping that some 
peaceful settlement could be made. Finally, he real- 
ized that war would have to come. He had not been 
idle during the time of waiting. Camps had been put 
into order, ships bought, and troops huri'ied to the 
South. One fleet of war-vessels was sent to the Gulf 
of Mexico and another was ordered to the Pacific 
Ocean. The army and navy were in readiness when 
war was declared on April 25, 1898. 

As soon as the war began, orders were sent to the 
United States fleet which was at Hong Kong, China, 



AVILLIAM McKINLEY 



3^1 



to capture or destroy the Spanish fleet in the Philip- 
pines. Admiral Dewey, who was in charge of the 
fleet, gave orders to sail to Manila Bay. There he 
fonnd the Spanish war-ships as he expected. In 
order to attack the enemy's vessels he had to pass a 
strong fortress at the entrance to the bay. All the 
lights on the American ships were put out except a 




Battle of Manila Bay 

small one that could be seen only from the rear. The 
American fleet steamed slowly past the fortress in 
single file, during the darkness of the night. All but 
two of the vessels had passed the fort when flames 
burst out of the smoke-stack of the last ship. The 
enemy on shore fired s(^vei-al shots at the fleet, but 
did no damage, and the ships passed through. They 
drew near the har])or of ^Manila just as the sun rose. 
Forming a circle, the United States fleet sailed round 



342 FAMOUS AMERICANS 

and round, pouring shot after shot into the enemy 
as they passed the mouth of the harbor. Several of 
the Spanish vessels started out to fire on the Ameri- 
cans but they were run ashore by their sailors. The 
entire fleet was destroyed. It was a great victory 
for the Americans. 

Admiral Sampson, who was in charge of the 
American fleet in the Atlantic did not win success 
as rapidly as Admiral Dewey. Spain's war-ships 
were cornered in the harbor of Santiago, Cuba. 
Day after day Admiral Sampson kept watch on the 
enemy's fleet. He always feared that they would try 
to escape during some dark night. In order to pre- 
^Tut its escape, and also make the fleet entirely use- 
less, it was decided to sink a ship in the mouth of the 
harbor. That would l)lock the channel and lock the 
Spanish fleet in the harbor. Lieutenant Richmond 
P. Hobson and seven men volunteered to run the 
Merrhnac into the channel. 

All preparations were made, and each man was 
given instructions as to what he should do. Early on 
the morning of June 3, 1898, the Merrimac, with its 
gallant crew, steamed quietly toward the harbtu-. 
The men wore life belts and carried revolvers. 
Slowly they approached the entrance. The enemy 
gave no sign that they saw the silent vessel moving 
toward them. Suddenly a flash darted from the 
shore. The batteries on both sides opened on the 



WlLLIA?y[ McKINLEY 






ship. The Mcvy'unac moved steadily ou. Just before 
the point selected for the sinking of the ship was 
reached the rudder was shot away. The sea connec- 
tions in the bottom of the boat were opened and the 
ship began to fill with water. As she settled in th(^ 
water Hobson and his men jumped overboard. 

The Spaniards on shore kept watch for any men 




Battle of Santiago 



who might escape from the ship. The Americans 
clung to a raft. Oidy their heads showed above 
water. They ho2)ed to remain unseen until daylight. 
Then they could surrender as prisoners without dan- 
ger of being shot. Through the remainder of the 
night thev clung to the I'aft. Their teeth chattered 



;u4 



FAMOUS AMEKICANS 



so loudly that they wei'e sure they could be heard 
ou shore. 

As the sun rose the Americans in the water saw 
a hiunch leave the shore and approach the wreckage. 
Lieutenant Hobson hailed the boat. It held Admiral 
Cervera, commander of the Spanish fleet. The 




I'liDlo liiim I ml. rwiHMl ,iimI L'ikI.tu ood. 

President McKinley and His Cabinet 

Americans were taken ashore, prisoners in Spanish 
hands. The great bravery of the men was admired 
by all, and the prisoners were treated with great 
kindness aboard the Spanish flag-ship. Later they 
were removed to Morro Castle, the fortress on shore. 
There Hobson and his men remained for over a 
month until they were exchangcvl for S]^anish pris- 
oners held by the Americans. 

A short time before Hobson V release the Span- 



WILLIAM McKlNLEY 34.") 

iards made a dash through the narrow opening 
between the M err i mac and the shore. Admiral 
Sampson had just left the flag-shij) to visit the gen- 
ei'al in charge of the United States Army in Cuba. 
Conmiander Schley was in charge, and at once gave 
orders to close in on the enemy and to clear the ships 
for action. As the shii3S of the enemy appeared they 
were bombarded by the Amei'ican war-ships. The 
firing was so fast that the smoke hung over the fleet 
like a curtain. Four of the enemy vessels surrender- 
ed after forty mimites of firing. Others were run 
ashore. One escaped and was seen about four miles 
away. Two Amei'ican vessels gave chase, and two 
hours and a half later the ship was captured. 

While the Spanish fleet was being destroyed or 
captured the American Army was not idle. The 
r^oldiers pushed their way across Cuba, driving the 
enemy toward the town and fort of Santiago. The 
mosquitoes and other insects attacked the Americans, 
and more soldiers were killed by disease than fell 
from l^ullets. Clara Barton led the Red Cross nurses 
as tlie}^ cared for the sick and wounded. 

Two days before the Spanish fleet w^as defeated. 
Colonel Theodore Roosevelt led his ''Rough Riders" 
up San Juan Hill. The Spaniards were strongly 
fortified in a lilock-houso on the hill and were fir- 
ing on the Americans Ijelow. The ground was l)are 
and there was no cover for the Americans. Roose- 



346 FAMOUS AMERICANS 

A'clt and liis iiieu dashed up the hill and captured the 
l)l()ck-h()use. 

The capture of San Juan Hill and the sinking oi 
Cervera's fleet soon led to the capture of the town ol 
Santiago and the close of the war. Spain was will- 
ing to give up all her claims to Cuba. The United 
States agreed to help the little island during the 
first years of its independence. Spain gave to the 
United States the island of Porto Rico, the Philip- 
pines, and several other small islands in the Pacific; 
Ocean. 

In 1900 William McKinley w^as again elected 
president of the United States. His vice-pi'esident 
was Colonel Theodore Roosevelt who had won fame 
with his "Rough Riders" at San Juan Hill. The 
year following his reelection, McKinley attended an 
exposition in Buffalo, New York. Just as he fin- 
ished making a speech to the large crowd present he 
was shot by a man who did not believe in government. 
The president was removed to the home of a citizen 
where he died ten days later. His remains were re- 
moved to Canton, Ohio, where a splendid monument 
has been erected to his memc^ry. 

SUGGESTIONS 

McKinley will be forgctten in the details of the Spanish- 
Ameriean War if he is not referred to constantly as the guiding 
spii-it in back of the fighting. Do not neglect, however, to attach 
due iiii]K)rtance to the work of the various leaders. Weave their 



WILLIAM McKINLEY 347 

labors into a unit and show how the work was directed by 
McKinley. The map should be referred to at every step in the 
development of this lesson. As a result of the Spanish- American 
War we became a world power with far-flung interests. We 
emerged with new problems on our hands. Porto Rico and the 
Philippines presented questions in the field of government that 
luul to be solved. AVe assumed the position of big brother in 
dealing with the affairs of Cuba and we were on the eve of 
entering upon an era of industrial expansion within the United 
States. McKinley 's term as president represented the close of 
one epoch and the lieginnhig of another. 

QUESTIONS 

1. What is the tariff? 

2. Why was McKinley interested in it? 

8. Why did the United States go to war with Spain ? 

4. What great battles were fought during the Spanish- 
American War? 

f). Wliy was the Merrimac sunk? 

fi. How did the navy prove its importance during tlie 
Spanish- American War ? 

7. What ended the Spanish-American War? 

8. What did the United States gain as a rt^sult of the 
Spanish-American War ? 

n. AVhat public offices did :\IcKiuley hold? 
K). Wlio was the greatest man, Dewey, Jones, Decatur, or 
Perry ? AVhy ? 

REFERENCES 

Crook: Memories of the White House. 
Hobson : The Sinking of the Merrimac. 
Olcott : Life of William McKinley. 
Porter : Life of William McKinley. 
Wise: Recollections of Thirteen Presidents. 



CHAPTER XXXIV 

THEODORE ROOSEVELT 

Born : New York, New York, October 27, 1858. 
Died : Oyster Bay, New York, January 6, 1919. 

Dfrtno the war l^etween the North and the South 
Theodore Roosevelt lived in New York City. He 
was quite a little boy then. He knew his mother had 
been born and reared in the South and that her heart 
was inclined toward the southern cause. Something 
happened one day that made Theodore cross and he 
i:)rayed that the Lord would bless the cause of the 
North. His mother had a sense of humor as well as 
a warm and affectionate heart, and appreciated the 
situation. She warned him that if he repeated such 
remarks in his prayers she would tell his father. 

As a boy Theodore Roosevelt was very sickly. 
He suffered greatly from asthma which made breath- 
ing difficult and prevented his becoming as strong 
and robust as his brothers. Although he could not 
take an active part in some of the games of the other 
children, he delighted his brothers and sisters with 
endless stories he had read. His inability to take 
part in the games of childhood led him to interest 

?,48 



THEODORE ROOSEVELT 349 

himself in other things. At one time he fcnind a lit- 
ter of white mice and put them in the ice-box for 
safety. Unfortunately, his mother found them and 
turned them out. Theodore lamented the great "loss 
to science," that the thoughtless act of his mother 
had caused. Science was forced to undergo another 
loss when he and his cousin were returning from a 
visit to the woods. They had filled their pockets 
with stones and other specimens when they discov- 
ered two toads. Not wishing to throw any of the 
stones away, they did as Epaminondas had done with 
the butter; each placed a toad on his head and cov- 
ered it with his hat. Continuing on their way they 
had almost reached home when they met a lady whom 
they knew. Out of i-espect for the lady they were 
forced to remove their hats. Down and away 
liopped the toads. 

The impossibility of meeting other l)()ys on equal 
l)hysical terms annoyed Roosevelt, although he rarely 
comi)lained. His one great wish was to be strong as 
his playmates, and this desire led his father to fit a 
gymnasium for him in one of the rooms of their 
home. Here young Theodore exercised daily. Im- 
provement came slowly; so slowly that it seemed 
almost hopeless to work so hard. But Roosevelt, in 
persisting, showed early in life the quality that won 
for him so many of his l:>attles in later life. The time 
that was not used in exercising was spent in reading. 



350 FAxMOITS AMERICANS 

His interest in natui'al history increased steadily, and 
his collections became so large that he filled one of 
the rooms of his home with the specimens and called 
it "The Roosevelt JMnsenm of Natural History." 

In 1873, when yonni;- Roosevelt was fifteen yeai'S 
of age, his father was sent on a mission to Vienna by 
President Grant. He took his family with him, and 
later visited Egypt hoping to improve Theodore's 
condition. The wonderfnl birds and fowl of the Nile 
Valley interested the young naturalist, and he 
brought back with him many excellent specimens. 

His health had im2)roved to such an extent that 
he felt he could enter college without any fear of 
falling ill. He entered Harvard and plunged into 
athletics as well as studies. Wi'estling appealed to 
him as a si)ort that would go a long way toward de- 
veloping his bodily strength. He never lost his inter- 
est in collecting six'cimens. His friends often were 
amused, and some frightened, on visiting him to find 
several snakes crawling alxnit the room. These 
snakes were as harmless as a large tui-tle that ke]:)t 
them company or as the stuffed specimens that cov- 
ered the walls. 

His love of honor and the desire for a "square 
deal" that ruled his whoh' life did not always receive 
a])pro\al. Wniilc at college lu- lauglit Sunday-school. 
One day a boy came in with a black eye that he had 
received while trying to p]-event a larger boy from 



THE0I)(3RE ROOSEVELT 351 

pinching his sister. Roosevelt told him he had done 
right, and that boys should always protect girls from 
insult and injury, and rewarded the boy with a dol- 
lar. The superintendent of the Sunday-school was 
not at all pleased with the approval and reward for 
the victor of the fist-fight, and requested the teacher 
to give up his class. 

Roosevelt's real life-work began immediately 
after he graduated from college. He decided to de- 
vote his life to the interests of the nation and its 
people. He served three years in the New York 
State Legislature. Roosevelt was interested in the 
peoj^le as a whole, not in a few privileged persons. 
He fought fearlessly for the rights of the people and 
always advocated the "square deal." One of the 
evils he fought against was the practise of cigar- 
making in the crowded tenements of New York City. 
It served to breed and carry disease. He also brought 
about an investigation of the New York City police 
force. The officials at that time were corrupt, and 
were hiding and protecting all sorts of criminals 
and law-breakers in their crimes. 

After he left the Assembly, Roosevelt went to 
North Dakota where he bought a large cattle ranch. 
At that time the West was unsettled. Only the 
sti'ongest and the bravest could live and succeed in 
a region that was overrun with many lawless char- 
acters. He was looked upon as a ''tenderfoot," a 



)d2 



FAMOUS AMEKICANS 




I'hoto t'rom UnderwooO and Underwood. 



Theodore Roosevelt 

man who did not fit iu, who coukl not meet others 
on the same le^'el. The fact that he wore glasses 
made it all the more difficnlt for him to sncceed. 
His early sti'nggles to build up a strong body were 
of great ad^'antage to him then. He very qniekly 
showed liow well he conld ride a horse, and how 



THEODORE ROOSEVELT 353 

strai,i>lit he could shoot. Although the hutt of many 
jokes he took them with a laugh, but he knew when 
to draw the line when some one was inclined to carry 
them too far. 

His life in the West was filled with many dan- 
gers. He often found it necessary to ride out in a 
blizzard to save the wandeiing cattle. One cold night 
he was out riding and was unable to reach home. 
Suddenly he came upon a lighted cabin and entered. 
It was a saloon. A ])ully was tormenting those pres- 
ent, and soon turned to Roosevelt. Grasping his 
pistol, the rowdy ordered the "tenderfoot" to order 
drinks for the crowd. AVithout hesitation, Roose- 
velt walked over to him and quickly dealt him a blow 
that dropped him to the floor. He stood over the 
ruffian waiting for him to get up, but he refused to 
rise, and was carried to another room. Numerous 
other incidents befell Roosevelt during his life in the 
West. They showed his ability to meet people of all 
classes as equals, and formed the foundation for 
numerous friendships which were never broken. 

The friends he had made in the East had not 
forgotten him or the good work he had done in the 
New York Assembly. They nominated him for 
mayor of New York City in 1886. AYhen he heard 
of his nomination, he immediately responded to the 
call of his friends and returned to the East to take 
part in the campaign that followed. He lost the 



354 FAMOUS AMERICANS 

election, however, and began writing an account of 
his life in the West. 

Several years later he was aj^pointed civil service 
commissioner, a position that never had been impor- 
tant. His duties were to hold examinations for can- 
didates who wished positions with the government. 
Politicians looked uj^on the Civil Service Commis- 
sion with disfavor. They had been in the habit of 
having their friends appointed to positions where 
they could not do the work. The examinations of the 
commission made it necessary for a candidate to 
know the duties of the office he was to fill. While 
Roosevelt was connnissioner more and more positions 
were placed under the control of the commission, 
much to the anger of the politicians. They tried to 
make him and his work impopular with the people by 
failing to give mone}^ for the use of the commission. 
Roosevelt responded by holding no examinations in 
the districts represented by those politicians who op- 
posed him. This made the politicians unpopular 
with the people whom they wished to have vote for 
them, and forced them to give the money needed by 
the commission. 

Roosevelt resigned from the conunission after 
six years of work and returned to New Yoi'k. The 
police force hi New York City was as bad, if not 
worse, than it had ))eeu wlieu he was in tlic Assembly 
of the state. Tlis friends felt that he was the man 



THEODORE ROOSEVELT 355 

needed at the head of the i:)olice force in order to con- 
trol and reform it. He accepted the appointment, 
and immediately enforced the laws against gamhling 
and other vices that had not been enforced before. 
Law-breakers were punished swiftly, and the police- 
men were rewarded and promoted for good service. 
No amount of "pull" could secure favors. 

Before his work as police commissioner was com- 
pleted, Roosevelt was called to AVashington to act as 
assistant secretary of the navy. There he had an 
opportunity to devote his energies to a still greater 
cause. About this time the United States was in 
danger of a war with England over certain questions 
concerning the boundary lines of Venezuela, in South 
America, England agreed to arbitrate instead of 
fighting, but the thought that was in Roosevelt's 
mind at the time was, "What would have happened 
had England accepted our challenge?" Conse- 
quently, when he became assistant secretary of the 
navy he set about equipping the navy to meet any 
crisis that might arise. Such an event was not far 
distant. The mismanagement of Cuba by Spain was 
well-known. Every year thousands of homes in the 
Southern States had been attacked by yellow fever 
and malaria carried from the disease and filth of 
Cuba. The Cubans were rebelling, and it seemed im- 
possible for the United States to keep out of it. 
Roosevelt built and fitted out ships. He kept the 



356 FAMOUS AMERICANS 

crews prepai'(Ml l)y constant target practise. He 
knew that guns were of no use in the hands of men 
who did not know how to nse thcnn. Tlie Spaniards 
learned that later. 

When the declaration of war did come Roosevelt 
immediately resigned his ])osition. He felt that he 
conld not sit in a chair and let others fight after he 
had talked and prepared so much for the events that 
were now taking place. He entered the army as 
lieutenant-colonel, under Colonel Leonard Wood. 
Roosevelt raised a regiment of volunteer cavalry. 
Friends from all walks of life, politicial officials, 
college boys, cowboys, ranchers, Indians and New 
York j)olicemen were eager to serve. All were drawn 
to him by their love and admiration for him, and for 
the principles for which he stood. 

The first of July, 1898, was spent by the "Rough 
Riders," as Roosevelt's regiment was called, in 
storming San Juan Hill. The Spaniards rained a 
continuous fire on the Rough Riders and a negro 
regiment that accompanied them. The Americans 
went steadily up. Roosevelt's horse was shot from 
imder him. Nothing could stop them when they 
once started forward. The Spaniai'ds had com- 
plained that the Rough Riders did not fight accord- 
ing to the rides of war. "They go foi'ward when 
fired on instead of going back!" 

New York called upon Roosevelt once more to 



THEODORE ROOSEVELT 



357 



lend his services. Sliortl)^ after his return from 
Cuba he was uominatecl and elected governor of the 
state. His i3opularity throughout the nation had 
become so great that two years later, while he was 
still governor, he was elected vice-president of the 
United States. In September of the following year 




Photo from Underwood and Underwood. 
Theodore Roosevelt as Governor of Xew York, and His Family 



President McKinley was shot while attending an ex- 
position in Buffalo. He died as a result of his wound 
and Roosevelt succeeded him to the j^residency. For 
years there had been quarrels over the boundary line 
between Canada and Alaska. This question was set- 



358 FAMOUS AMEEICANS 

tied to tlic satisfaction of l)otli England and the 
United States during Roosevelt's first term. 

When war was declared with Spain the United 
States SteamshiiJ Oregon, which was then in the Pa- 
cific, had to steam aroimd Cape Horn to reach the 
Atlantic Coast and be of service to the nation. Roose- 
velt saw at that time the need of a passage through 
the Isthmus of Panama. France had begun a canal 
in 1880, but was forced to stop work several years 
later. Conditions on the isthmus made life there 
almost impossible. The country was covered with 
dense vegetation. The shade and the dampness 
caused b}^ it were the natural breeding-places of mos- 
quitoes and ants. The jungles were filled with deadly 
scorpions and tarantulas. Yellow fever and malaria 
abounded. The French were unable to overcome 
these conditions and gave up the fight after thou- 
sands of their men had died from tropical diseases. 
The United States secured control of the Canal 
Zone from the republics of Panama and France. 

The greatest problem to face and overcome before 
the actual work on the canal was begun was to make 
the Zone a healthful place in which to live. This was 
accomj^lished successfully, and the actual construc- 
tion work started. Many difficulties were met, but 
they were overccmie, and the canal was opened in 
1915. Due to the far-sightedness of Roosevelt the 
ITnited States now has a means of rapid coniiiimiica- 



THEODORE EOOSEVELT 359 

tioii between the Atlantic and Pacific. No longer is 
our fleet forced to encircle South America in passing 
from one ocean to another. Commerce, likewise, was 
aided greatly by the construction of the canal. Goods 
can be carried more quickly and at a lower cost. 

Roosevelt did not stop when he had seen the be- 
ginning of the construction of the Panama Canal. 
He secured the passage in Congress of laws that pre- 
vented the large corpoi'ations of the country from 
taking advantage of the i:)eople. He believed in jus- 
tice and equality for all, and he felt that it was his 
duty to spread them throughout the country. He 
secured the passage of laws that enforce the inspec- 
tion of meats and foods; he forwarded the movement 
to prevent child-labor; and he aided greatly in con- 
serving or saving the forests of the country from 
being used up by industries and private individuals. 

His love for a "square deal" was not confined to 
those within the United States. During the war be- 
tween Russia and Japan he brought about an agree- 
ment between the two countries that resulted in the 
signing of the treaty of peace. Similarly, when the 
German emperor threatened to make war with 
France over possessions in northern Africa, Roose- 
velt induced the emperor to arbitrate the matter and 
come to a peaceful agreement. 

No man since Jefferson was more democratic than 
Roosevelt. He met and mingled with all sorts and 



360 FA:M0US AMERICANS 

types of men, and never failed to put all at their 
ease. No one ever felt embarrassed in his presence. 
AVhile he was president he invited one of his cowboy 
friends to dinner in the White House. In order to 
make sure that he would not feel awkward when he 
arrived and was introduced to the prominent persons 
who were also to be there, the president said, ''Now, 
Jimmy, don't bring your gun along to-night. The 
British ambassador is going to dine too, and it 
wouldn't do for you to pepper the floor around his 
feet with bullets, in order to see a tenderfoot dance." 

Roosevelt was always readv and willing to meet 
any one as an equal, and was anxious to be as pleas- 
ant as possible. Yet he was quite firm and meant 
exactly Avhat he said, even though it was said in a 
low tone of voice. He, himself, has expressed it, 
"Speak softly, hut cartij a hifj stick/' During the 
seven and a half 3^ears he served as president he fol- 
lowed that principle. In 1907 he sent a fleet of 
battle-ships around the world. They served to show 
the other nations that although we are a peaceful 
nation we are able to defend ourselves, and that we 
always carry a "big stick." 

Toward the close of his term as president, Roose- 
velt decided to go on a hunting trip to Africa as soon 
as he left office. He always wanted to hunt "big 
game," and Africa was the place that would offer 
him the best sport. He hnd no wish to make it a 



THEODORE ROOSEVELT P>61 

mere vacation and pleasure trip. His interest in 
science made him want to add to the knowledge about 
the birds and beasts of Africa. Accordingly, he 
made arrangements with the Smithsonian Institute 
of AVashington to care for all the skins and other 
trophies he sent home. 

Roosevelt and his son Kermit started on their 
expedition less than a month after leaving the White 
House. The}^ stopped at Naples, Italy, where they 
were greeted by the king and queen. The people 
crowded around and cheered every time Roosevelt 
appeared on the streets. From Naples the party took 
a steamer bound for British East Africa, where they 
arrived in April, 1909. Several famous hunters 
joined Roosevelt there, and the caravan that had been 
prepared in advance started for the interior of 
Africa. Beasts and birds of every kind met their 
eyes as they pushed through the tropical forests. 
The hyena, lion, buffalo, cheetah and elephant were 
killed as they roamed through the jungles. The 
rhinoceros, hijipopotamus and crocodile were luuited 
as they wallowed in the mud along the river banks. 

Not always were the animals secured with ease. 
The lions were extremely difficult to approach. 
While returning from a hunt in which three lions 
had been killed the party saw another one galloping 
across the grassy plain. They immediately gave 
chase. Suddenly the lion stopped and turned. 



362 



FAMOUS AMERICANS 



Roosevelt was on horseback, only one liundred and 
fifty yards away. He and his son both fired and 
missed. Roosevelt's black boy ran np and held his 
master's horse. It takes very little time for a lion 
to charge, so Roosevelt jmnped down from his horse 
and took careful aim at the animal as it glared and 
growled. With lashing tail the lion rushed at the 




Photo from Uucki\MM)il duU UndLrwood. 



Theodore Roosevelt as Roush Rider 

hunter. Roosevelt fired and wounded the animal 
which soon rose, fiercer than ever. Roosevelt fired 
again. The lion fell, and rose no more. 



THEODORE ROOSEVELT 363 

The party returned to civilization after nearly a 
year in the jungles. Roosevelt and his son were met 
by Mrs. Roosevelt, and the family made a tour of 
Euroi3e. The Europeans were eager to see the idol 
of the American people. Invitations were showered 
on him by all the nations. In Italy, Austria, Nor- 
way, Gei'many, France and other coinitries the 
crowds cheered and applauded him. The grand re- 
ception was C()ni])leted when Roosevelt arrived in 
America in the summer of 1910. His former "Rough 
Riders" met him and acted as his escort when he 
landed in New York. 

Three years later, after an unsuccessful attempt 
to win the presidency, Theodore Roosevelt headed an 
expedition to South America. He went up the Para- 
guay River and crossed the plateau to the streams 
that flow into the Amazon. He was told about the 
Rio da Duvido, the River of Dou])t, which was said 
to flow into the ^ladeira River. He hoped to make 
his way back to civilization through an unknown 
and unexplored region of Brazil, and arrive finally 
at the River of Doubt. 

Animals and plants were gathered from the 
plateau of Brazil. The armadillo, the ant-eater and 
other animals were hunted. The skins were sent to 
the United States. Tlie spotted Jaguars were shot 
from the trees where the dogs drove them. Tapir 
hunts were conducted in canoes. The tapir lives in 



364 FAMOUS AMERICANS 

iiiarslies and takes to the water when hunted. One 
was seen swimming in a stream. It dived and came 
np at the shore where Roosevelt shot it. Although it 
was wounded it dashed away. Farther on it took to 
the stream again, dived under the canoe and did not 
come up until the opposite shore was reached. Th(» 
animal was killed by a well directed shot, just as it 
was climbing out of the water. 

The trip down the River of Dou))t was beset with 
many dangers and perils. No one knew how long it 
would be before the party would emerge from the 
wilderness. Food enough to last for forty days was 
taken, along with canoes and other supplies. Day 
after day they drifted down the stream. Many 
rapids were met, around which the l)<)ats had to Ix' 
carried. The canoe containing Kermit Roosevelt 
and two natives was swept over one of the rapids. 
One of the paddlers was drowned and the othei* 
swam ashore. Kermit held on to the overturned boat 
and was carried over the second ra])id. Although he 
was almost exhausted he managed to swim ashore. 

(^olonel Roosevelt was attacked by fever. Day 
by day he grew worse until he was too sick to be 
moved. He urged the members of his party to leave 
him and huriy along to safety. The food supply was 
getting low and there was danger that none would 
be able to reach civilization. His condition im- 
proved and the pai't}" moved on. After forty-eight 



THEODORE ROOSEVELT 365 

days tlioy met a native. From that point on the trav- 
eling' was easy. When the month of the Rio da 
Dnvido was reached the Brazilian officer who was 
with Roosevelt renamed the river Rio Teodoro, in 
honor of Colonel Roosevelt. Steamers awaited the 
party on the ]\Iadeira River, and carried them to the 
month of the Amazon where they sailed for New 
York. 

When the Lusitauia was snnk hy a German snb- 
marine, Roosevelt felt that the United States shonld 
actively oppose snch methods of w^arfare as being 
inhnman. The principles of libert}^ and democracy 
for which America had always, stood should be 
maintained against militarism. He saw that sooner 
or later the United States would be drawn into the 
conflict, and urged preparedness. When our coun- 
try finally declared w^ar, Roosevelt offered to raise a 
regiment of volunteers for service in France at the 
earliest possible moment. All of his former Rough 
Riders and thousands of others wrote to him offei'- 
ing to serve under him. However, his i^lan was never 
carried out. He did not merely talk war, and permit 
others to do the fighting. He was eager to go him- 
self, just as he had been during the war with Spain. 
Now, however, he had to content himself with the 
thought that his sons were fighting where he was not 
permitted to go. His youngest son, Quentin, was 
killed in an aeroplane battle shortly before the fight- 



366 FAMOUS AMERICANS 

ing ceased. The death of his son was a heavy ])low 
to the father, but he showed no outward sign of it. 
A series of ilhiesses had for several years been un- 
dermining his strength, and a few months after the 
death of his son he was again confined to his l)ed. On 
the night of January 6, 1919, he died. One of his 
friends, upon lieing told of his death, said, "Deatli 
had to take him in his slee]), l)ecause if he had been 
awake there would have been a fight." 



SUGGESTIONS 

The at'count of the life of Roosevelt may be divided into 
four lessons. The first will include the study of his boyhood 
and youth up to his graduation from college. In the second 
lesson, the story of his entrance into New York politics may be 
told. This period closed with the beginning of the war with 
Spain. The third lesson should be devoted to a study of his 
services during the w^ar, his election to the presidency and the 
policies that he carried out while serving as the chief executive. 
In a final lesson, the many interests of the man should be 
pointed out. He w'as a statesman, soldier, traveler, author and 
orator. While the life of Roosevelt is being studied, a variety of 
metliods should be employed in presenting the subject-mattei'. 
Assignments should be made for home reading; the text-book 
studied method should be used ; pictures in the text should be 
studied ; anecdotes should be told and interesting sections from 
Roosevelt's own works should be read to the class. In conclu- 
sion, a complete outline of Roosevelt's life and services should 
be developed. 



THEOUORE liOOSEVELT 367 

QUESTIONS 

1. IIow did Roosevelt overcome liis pliysical liandicaps? 

2. What does a "square deal"' mean? 

3. Why did Roosevelt luive so many friends? 

4. Who were the "Rough Riders'"? 

f). What did Roosevelt learn from travel? 
G. AVhat other nation tried to bnild a canal at Panama ? Why 
did the attempt fail? Why did we succeed? 

7. How does the Panama Canal serve us and the rest of the 
world ? 

8. What public offices did Roosevelt hold ? 

!). Why did Roosevelt send a fleet of battle-ships around the 
world in 1907? 
in. Did Roosevelt help during the World War? If so, how? 

RKFERENCES 

Hagedorn : Boif's Life of Theodore Roosevelt. 

Riis : Theodore Rooserelt the Citizen. 

Roosevelt : African Game Trails. 

Roosevelt: The Rough Riders. 

Thayer: Theodore Roosevelt; an Intimate Biofjraphy. 



CHAPTER XXXV 

ALVIN YORK 

Born: Pall IMall, Tennessee, December 13, 1887 
(Still living, 1921) 

Alvin C. York is the greatest hero of the World 
War. As Corporal York of Company G, 338th In- 
fantry, he killed twenty Germans and captured one 
hundred and thirty-two jjrisoners. Also, he put 
thirty-five machine guns out of action, and broke up 
a battalion of Germans who were about to attack the 
Americans during a battle in the Argonne Forest. 

York's boyhood and youth were spent on a small 
farm on Wolf River, in Northern Tennessee. The 
country there is rough and hilly. His father had a 
little forge in a blacksmith shop near the road. When 
a neighbor wanted new shoes put on his horse or new 
I'ims on his cart wheels he always stopped at the 
York forge. Alvin played around the shop when he 
wasn't hoeing corn or pulling weeds in the potato 
patch. Sometimes he worked the bellows to make a 
hot fire in the forge. When York's father died the 
son took charge of the forge and farm, and earned 
a living for his mother and the ten younger children. 

368 



ALVIN YORK 



369 




Photo from UiidiTwuod rnid TTiiderwooil. 

Alvin C. York Greeting His ^Fother on His Return from the World War 



The United States declared war against Germany 
on April 7, 1917. Alvin York, the tall, strong monn- 
taineer, Avas drafted into the armv. He was an elder 



370 FAMOUS AMERICANS 

ill the cliiirch and did not believe that one man should 
kill another, even in battle. When he arrived at 
Camp Gordon, Georgia, where he was sent to be 
trained, his captain was glad to have the big, red- 
headed recruit from Tennessee in his company. 

''If we had an army of men like that," he told his 
officers, "we could beat the Germans in no time." 
The officers agreed, but they soon learned that York 
did not believe in fighting. The captain heard this, 
and the two had many long talks together. 

When the captain tried to show that it was the 
duty of every American to help defeat the Germans, 
York opened his Bible and read verses which said 
that all men should lead peaceful lives. York 
firmly believed that it was wrong to kill, and the 
captain could not make him change his mind at that 
time. Before the next night the captain got out his 
Bible and looked for verses which say there is a time 
for men to fight. Then he went to see York a second 
time in order to prove to him that he should fight 
the Germans. 

The officer quoted a verse that pointed out that 
men must fight at times and York read one that said 
it was wrong to fight. That evening the two were 
well matched, but the captain did not give up. For 
hours he searched through his Bible until he found a 
story in the twenty-third chapter of Ezekiel. This 
was taken to York and when he read of the punish- 



ALVIN YOKK ;571 

meiit ill store for the man wlio knows of danger Init 
does not help his friends, he said, "All right. I'm 
satisfied." From that night York determined to be- 
come the l^est soldier in the American Army — and 
he succeeded. 

Alvin York was made a corporal in his company. 
His division was sent to France and was soon in the 
thick of the fighting in the Argonne Forest. On 
October 8, 1918, York's company was caught by rifle 
and machine-gun fire from three directions. A 
party of sixteen men, including Corporal York, was 
sent out to put the German machine-guns out of 
action. 

The Germans were on the other side of a wooded 
hill. The little party of Americans climbed up the 
steep slope while the bullets whizzed about them. At 
the top they found an old trench which the French 
had built early in the war. The men dropped into 
the trench and followed it along the ridge. The ser- 
geant was in the lead and the men followed him in 
single file. Still they saAv no Germans, but they 
could hear the firing on all sides. The Americans 
left the trench and went down into a cup-like valley. 
There they saw two Germans who started to run. 
Some shots were fired. One man surrendered and 
the other disapp(\nred. l^ushing on, the party came 
to a small stream. On the other side were twenty or 
thirty German soldiers and several officers. The 



:n2 



FAMOUS AMERICANS 



Americans fired into the crowd and most of the 
enemy dropped their guns, held up their hands, and 
shouted, "Kamerad!" The men, including a major, 
surrendered. 

Just as the Americans were about to march their 
prisoners back to their headquarters a machine-gun 
fire brolve out. Instantly every German dropped 
flat on his stomach and the Americans followed their 




American Soldiers on Duty in France 

example. Before the shots stopped, six Americans 
were killed, and three, including the sergeant, were 
wounded. 

Alvin York sat amid the brush and picked off the 
enemy one at a time. At the wild turkey hunts, 
back in the mountains of Tennessee, he always was 



ALVIN YORK 



873 



able to shoot the head off the bird. He fired his 
rifle twenty times and when the fight was over 
twenty Germans were stretched out before him. At 
one time a lieutenant and seven men charged down 




The Peace Conference at Versailles, France, Draw- 
ing Up Terms of Treaty with Germany 

the hill toward York. He picked them off, with his 
revolver, before they covered twenty feet. When the 
lieutenant dropped, the major who had been cap- 
tured, came to York and said, "Don't shoot any more 
and I will make them surrendei*." 

When the prisoners were lined up York marched 
them back in the direction of the American lines. 



37.t FAMOUS AMEKiOANS 

Ou the trip, the party ran into another German 
machine-gun nest. York put the major in front of 
him and ordered them to surrender. By this time 
^^)i'k had a small ai'uiy of i)risoners ahead of him, 
all marching in the direction of the American lines. 
He reported to the nearest headquarters where his 
prisoners were counted. There were one hundred and 
thirty-two in alh York was given the Distinguished 
Service Cross and promoted to the rank of sergeant. 

When Sergeant York arrived at Hoboken on his 
way home, he w^as met at the piei' by newspaper men, 
moving-picture men, friends from Tennessee, and 
thousands of others who w^anted to see the man who 
had captured one hundred and thirty- two Germans. 
He was placed in an automobile and taken to the 
AValdorf-Astoi'ia, one of the ])est hotels in New York 
City. The bell-boys fought for the honor of carrying 
his blanket roll, helmet and pack up to his room. 

After dinner was served, a surprise was sprung 
on the sergeant. The telephone operators in the 
towns between the big city of New York and the lit- 
tle village of Pall Mall, Tennessee, had been busy 
connecting up the lines so that Sergeant York could 
talk to liis mother. He was called to the telephone 
and the door of the room was closed softly. No one 
knows what the soldier said as he sat in the fine hotel 
room, or wluit liis white-haired mother heard as she 
stood at the tele}>lione in the little gi-ocery stcM'c in 



ALVIN YORK 375 

Tennessee. Fifteen minutes later, when he returned 
to the dining-room, a smile played under his stubby 
red mustache. 

AVhcn Sergeant York was called upon to make a 
speech, he replied, "1 guess you folks all understand 
that I'm just a soldier boy and not a speaker. I'd 
love to entertain you-all with a speech to-night, but 
I just can't do it. I do want to thank Major-General 
Duncan for coming to this dinner party you-all have 
given for me, and I want you-all to know that I 
appreciate all your kindness and attention. I just 
never will forget it. ' ' 

From New York, Sergeant York was taken to 
Washington by the congressman of his district. As 
he sat in the gallery of the House of Representatives 
the congressman pointed out the soldier to the mem- 
bers who were seated at their desks below. As they 
recognized the hero of the Argonne they sprang to 
their feet and cheered. York stood at attention and 
saluted. 

The soft spoken, red-headed soldier from Teimes- 
see is now living on a farm which people of his state 
bought for him. To see him at work one would not 
guess his war record. The small boys who live in the 
neighborhood wish that Sergeant York would tell 
more about what he has done. The older folks arc 
just as curious as the chiklren. When some one 
asked him how he explained the fact that one Anieri- 



37G FAMOUS AMERICANS 

can was able to capture one hundred and thii'ty-two 
Germans, he made this reply, ''We know there are 
miracles, don't we? Well, this was one. It's the 
only way I can figure it." 

SUGGESTIONS 

It is impossible to understand and interpret the history that 
is being made to-day unless we consider the World War and its 
results. That very recent phase of our history may be taught 
by grouping the details around a man who appeals to the imag- 
inations of the children. A statement of the causes of the war 
will serve as an introduction to this lesson, and at its conclu- 
sion a few of the results may be pointed out. Alvin York 
should be portrayed as one soldier in a great army of heroes. 
Without question many others played equally prominent parts 
in winning the war and although their deeds may not have been 
recorded their services were none the less great. This account 
should be presented orally by the teacher. The story should be 
told in a forceful quiet way and all sentimentality should be 
carefully avoided. The mental battle that York fought before 
he decided to enter the war as a combatant w^as his greatest vic- 
tory. Stress the simplicity of the man and his attitude toward 
praise and hero-worship. 

QUESTIONS 

L AVhat caused the World AVar? 

2. Wliy did the United States enter the war? 

3. AVhat nations were known as the "Allies"? 

4. How many heroes of the AVprld AVar do you kuow? Wliat 
(lid Ihev do? 



ALVIN YORK 377 

5. How did his captain convince York that it was right to 
fight ? 

6. How did York's early training help him when he became 
a soldier? 

7. Why did York receive such a warm reception in New 
York Avhen he returned after the Avar? 

. 8. How has York been rewarded for his deeds? 
9. How are Alvin York and Daniel Boone alike? 
10. Is a man who refuses to fight always a coward ? Why ? 

REFERENCES 

Braithwaite : The Story of the Great War. 
Gordy: Causes and Meaning of the Great War. 
McKinley: Sehool History of the Great War. 
Palmer: Our Greatest Battle (the Meuse-Argonne)„ 
Simonds: History of the World War. 

THE END 



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